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  • 1. Module LBL880 Leadership and Management of Learning The state of education in South Africa Presenter: Dr Muavia Gallie (PhD) 27 February 2010 1
  • 2. 1.1 Time Utilisation 1. Introduction (09h00 – 09h05); 2. Homework Reflection and 10 x 5 min Presentations (09h05 – 10h00); 3. Jim Spinks (10h00 – 12h00); 4. Lunch (12h00 – 13h00); 5. What is the state of Education in South Africa? (13h00 – 14h30); 6. New Tasks (14h30 – 14h50); 7. Conclusion (14h50 – 15h00). 2
  • 3. Introduction Leadership is a decision, not a position or set of skills.
  • 4. Quality is an Attitude.
  • 5. 2. Homework Reflection 5
  • 6. Homework Task 0.1 • All our work is going to cover Knowledge, Skills and Dispositions, and we will attempt to connect Theory and Practice; • Therefore, you have to identify yourself a school (a case study) that you will work with; • If you are the principal or an SMT member of your school, you must get permission in writing from the SGB to use your school as a case study; • If you don‟t or can‟t use your own school, identify an accessible school, and get permission in writing from the SGB to use their school as a case study. • Please note that the school can remain anonymous, if they prefer it.
  • 7. Homework Task 0.2 & 0.3 1. Clearly define and explain the meaning of “Teaching” and “Learning”; 2. Define what the difference is between these two concepts; 3. Define the „inter-connectedness‟ of these concepts, if any; and 4. Define which one comes first, if any. In all of the above, you should motivate your argument. Each of the above should be submitted on an A4 page. You will each be given 5 minutes during Session 1 (6 Feb) to present your arguments. 1. Clearly define and explain the meaning of “Leadership”, “Management”, and “Administration”; 2. Define what the difference is between these three concepts; 3. Define the „inter-connectedness‟ of these concepts; and 4. Identify the logical order of these concepts, if any. In all of the above, you should motivate your argument. Each of the above should be explained on an A4 page. You will each be given 5 minutes during Session 1 (6 Feb) to present your arguments.
  • 8. Homework 1.1 • Collect enough evidence on each of the mentioned eight school readiness components; • On a scale of 1 - 5, ask the principal to indicate the school readiness of his/her school on each of the eight components; • On a scale of 1 - 5, you have to give your rating of your school, on each of the eight school readiness components.
  • 9. Homework 1.2 • Bring along evidence of the existence of a curriculum management planning tool in your district; • Bring along evidence of the existence of an instructional management planning tool in your school; • Bring along evidence of the existence of a learning management planning tool in your department (school); • Bring along evidence of the existence of an assessment management planning tool in your class (school).
  • 10. Homework 1.3 • Download for www.slideshare.net the video called LBL - Brave decision by the deputy principal; • Introduction - This is a conversation with the current principal and deputy principal of the school. Godfrey joined the school in 2002, six months after the school was opened, a the deputy principal of the school. Edith joined the school in 2006, as an HoD. In 2007, the principal retired, and Godfrey acted as principal until 2008, when the post was advertised. By then, Edith was the second deputy principal of the school. Both of them applied for the post. Now view the video; • Write a critical analysis of the challenges in the video, what lead to it, and what should be done to stabilise the education system.
  • 11. Homework 2.1 • Go onto the internet - to www.google.co.za; • In the search block, type in “learning styles questionnaire”; • On the list, look for the following = Learning Styles Questionnaire (www.vark-learn.com/english/page.asp?p=questionnaire); • Go into this website - You are now in the VARK website; • On the left side, you will see “Questionnaire” (click on it); • The VARK Questionnaire will appear - you now need to complete the questionnaire (answers all the questions as honestly as possible); • At the bottom (when finished), press “Ok”; • Your score (learning style) will be analysed by the system; • Make a printout of your results. • Write a one-page analysis of what you see in your score, and whether that information is useful to you!! 11
  • 12. 3. Jim Spinks 10h00 – 12h00 12
  • 13. 4. Lunch 12h00 – 12h45 13
  • 14. 5. What is the current state of Education in South Africa? 14
  • 15. Having a System to know What is going on!
  • 16. “Helicopter view” of Educational Life Education Ministry Technology School Competitors Strategy •Vision •Goals Helicopter view of educational Customers Unions Teachers Purpose lifeCulture Empower- ment Learners Physical Motivation Structure Political •Values •People NGOs and parties •Work Mental Emotional •Capacity ethics Relation- •Power Civil •Commit- society ships ment Spiritual Recognition structures Flexibility Openness Government Economy Systems •Finance •Information Globalisation •Communication Way of living „Religions‟ Regional and international organisations
  • 17. Success rate = 8,1%
  • 18. SACMEQ 2 – 2000 Reading Gr 6 18
  • 19. SACMEQ 2 – 2000 Maths Gr 6 19
  • 20. 20
  • 21. SACMEQ mean maths score by quintile vd Berg & Louw, 2006 Quintile 1 2 3 4 5 Mean Botswana 491 499 510 508 557 513 Kenya 540 545 555 565 611 563 Lesotho 443 448 448 445 452 447 Malawi 422 427 435 433 447 433 Mauritius 519 564 587 620 640 584 Mozambique 526 525 531 530 538 530 Namibia 403 402 411 425 513 431 Seychelles 520 541 555 576 579 544 South Africa 442 445 454 491 597 486 Swaziland 506 511 511 513 541 517 Tanzania 484 511 529 528 560 522 Uganda 484 497 498 509 543 506 Zambia 414 425 436 434 466 435 Zanzibar 478 472 478 479 484 478 Mean 468 480 485 492 560 468
  • 22. Map of SA schools High Schools: SC HG math (2007) No. % Total % HG schools Math Top 414 7 66 Moderate 827 14 19 Poor 4877 79 15
  • 23. Dysfunctionality vis-à-vis Under-performance Figure 10: Three leve ls of school functionality in relation to the support needed by schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non -Functioning Low-Functioning High-Functioning -20% Š +20% 21% - 60% 61% - 100% Gallie 2006
  • 24. Two types of policies in Education Ch.8 p.169
  • 25. Learner Enrolment HSRC 2006, p.27
  • 26. Conditions required to implement
  • 27. External and internal differences
  • 28. Foci 1 2 3 4 A. Capability (B+D+ K) A1 - Self A2 - Team A3 - A4 - Global .. Organisation Context .. .. WHO? .. B. Characteristics Different foci (Believ ing – Attitudes and B1 B2 B3 B4 values) C. Competency (Doing - Skills) - What you are/have C1 C2 C3 C4 done in a p articular WHAT? situation. D. Content (Knowing – Content nee ded) D1 D2 D3 D4
  • 29. Other foci
  • 30. What do we know about our teachers and/or officials? Remembering Teaching (Information Sharing) Remembering Understanding Teaching Learning (Information Sharing) (Taking ownership of Information)
  • 31. Types of Teaching - Learning None or to Little time and support for Learning Teaching and Learning Teaching Learning Plenty of time and support for Learning Teaching for Learning Teaching and Learning All the time and support are for Learning Teaching as Teaching Learning Teaching Learning Teaching Learning Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning
  • 32. Levels of Time 32
  • 33. There is no management without monitoring and evaluation
  • 34. Monitor
  • 35. Evaluate
  • 36. Iceberg diagram
  • 37. Homework 2.1 What is the difference between: • Systems Thinking; • Systemic Thinking; and • Systematic Thinking. 37
  • 38. Blooms‟ Five Levels of Learning Level Teaching Type of Days Teaching 1 35 Facts 2 70 Information 3 105 Know-How 4 140 Comprehension 5 175 Wisdom
  • 39. Homework 2.2 1. What is the percentage of attendance of teachers at your case study school? 2. What is the percentage of learner attendance at your school? 3. Does your school have data on teacher performance for the past 5 years? 4. Does your school have data on the future career expectations of every learner? 5. For how many teaching and learning days is the annual planning catering? 6. How often do you renege on the school timetable? 7. How do you share responsibilities other than teaching among the staff? 8. What percentage of learners had all their textbook on the first day of the school (13 January 2010)? 39
  • 40. 3.11 Bloom‟s Level of learning and Thinking 1. Know - Define, match, repeat, memorise, label, outline, record, recognise, state, sort, list 2. Understand - Restate, show, illustrate, summarise, predict, locate, paraphrase, describe, explain 3. Apply - Demonstrate, solve, test, use, manipulate, organise 4. Analyse - Examine, debate/defend, compare/contrast, refute, relate, generalise, classify, research 5. Synthesise - Propose, design, construct, invent, formulate, plan, imagine 6. Evaluate - Judge, recommend, critique/criticise, justify, choose
  • 41. Adult Learning -- Facts Information
  • 42. Motivational Learning 42
  • 43. Why do people not share what they know? Causes Cultural Reward Knowledge hoarding is considered a source of job security Fear of not getting credit and suspicion Loss of ownership of expertise Fear of making mistakes Lack of comprehension of value of possessed knowledge Lack of time to share insights, knowledge, “war stories” and experiences Lack of knowledge sharing mechanisms Unwillingness to use existing technology to share knowledge
  • 44. Assignment 2 44
  • 45. Redeemer 45