WSoE - Skills Programme Seminar 2 - 2009

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  • 1. Wits School of Education Executive Leadership Programme 2009 Seminar 2: The importance of Data decision-making Presenter: Dr Muavia Gallie (PhD) 23 May 2009
  • 2. Question 1 What is the difference between: • Data; • Information; • Knowledge?
  • 3. Importance of Data Without data, you’re just another person with an opinion. Using data as a ‘starting point’, and not as an ‘end point’ in the debate!
  • 4. Q2 - How many school days are there in this year (2009)?
  • 5. Pieces of Data, Information and Knowledge in Education
  • 6. National
  • 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!
  • 8. Educator attrition HSRC 2006, p.47
  • 9. Learner Enrolment HSRC 2006, p.27
  • 10. Educators vs General workforce Income HSRC 2006, p.41
  • 11. Teacher Absenteeism Figure 4: Proportion of schools reporting a teacher absenteeism problem, by school SES 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 Source: SACMEQII, 2000 School SES quintile
  • 12. Time in Class Teachers work an average 41 hours (out of 43)/week • 41% of this on teaching: 3.4h/day • 14% devoted to planning and preparation • 14% on assessment, evaluation, reports and record-keeping Chisholm et al, 2005
  • 13. Public and Independent Schools - learners 2005
  • 14. Education Budget for 3 years
  • 15. Having a System to know What is going on!
  • 16. Provincial
  • 17. Is it at Individual, Matric results 2007 School, Seotlong – 56,4% District or Provincial level? Bluegumbosch – 62,3% Mmathabo – 57,5% Clubview – 90% Tseki – 48,4% Makaoto – 62% Selelekela – 89,8% Reahola – 50% Beacon – 93,7% Molapo – 49,1% Kgolathuto – 93% Makabelane – 57,7% Rantsane – 61,5% Koali – 68,2% Moteka – 62.6% Mohaladitwe – 42,9% Mohato – 75,9% Tlhorong – 61.8% Dikwena – 52,8% Makgabane – 64,3% Sekgutlong – 87% Thalabodiba – 66,7% Metsi-Matsho – 69.9% Mosivoa Lekota – 68,4% Mampoi – 94,1% Mapeka – ?? Dinare – 77,9% Seroali – ?? Lekgulo – 82,7% Manthatisi – 100% Khothalang – ?? Nthabiseng – 78,1% Thahameso – 51,9% Shakhane – 56,7% Masopha – 55% Tsholo – 93,3% Mookodi – 68.9% Phofung – 54,8% Hlajoane – 64,7% Maanankwe – 43,6%
  • 18. EMIS 2008 - 1 Gauteng Province Learners Educators Schools Ordinary 1,716,196 53,017 1,989 Public Schools Ordinary 177,831 11,290 416 Independent Schools As % of 15,5% 16,0% 9,3% National Total
  • 19. EMIS 2008 - 2 Gauteng Province 2006 2007 2008 Learners 1,863,375 1,883,550 1,894,027 Educators 60,707 63,212 64,307 Schools 2,388 2,397 2,405
  • 20. EMIS 2008 - 3 Gauteng Province 2006 2007 2008 Learners - GP 1,863,375 1,883,550 1,894,027 National 12,293,785 12,410,501 12,239,363 Educators - GP 60,707 63,212 64,307 National 385,860 395,452 400,953 Schools - GP 2,388 2,397 2,405 National 26,269 26,099 25,875
  • 21. EMIS 2008 - 4 Gauteng Province - Learners Grade 1 Grade 2 Grade 3 Total 169,635 159,567 155,326 484,528 Grade 4 Grade 5 Grade 6 Total 156,026 158,763 158,790 473,579 Grade 7 Grade 8 Grade 9 Total 152,881 144,900 141,065 438,846 Grade 10 Grade 11 Grade 12 Total 178,090 147,927 104,559 430,576
  • 22. EMIS 2008 - 5
  • 23. Knowledge management Knowledge Management
  • 24. Knowledge Management 1
  • 25. Knowledge Management 2
  • 26. Knowledge Management 3
  • 27. Knowledge Management 3 (Input)
  • 28. Knowledge Management 4 (Output)
  • 29. Career stages and CPTD 1
  • 30. Career stages and CPTD 2
  • 31. Knowing students Know your sector!
  • 32. Examining the Data a at D o re DATA M ta Da da ta
  • 33. Five qualities of classroom teaching 1. Quality of teacher-learner relationships and class management; 2. Quality of planning and preparation of work; 3. Quality of teaching process and match of work to learners; 4. Quality of language used in the classroom; 5. Quality of questioning techniques.
  • 34. What is the CARE Approach 1. Collect the necessary and relevant data; 2. Analyse the data with the purpose of informing change; 3. Respond to the information through a specific and direct strategies; 4. Evaluate and monitor both the responses and the need to adjust the responses.
  • 35. 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!!
  • 36. Homework 2.2 • Bring examples from your school that represents the 8 School Readiness Components: - Teachers and Learners attendance register: - Teachers information; - Learners information; - Annual planning; - Timetable; - Quarterly Teaching Schedules; - Organogram; - Teachers and Learners Support Materials.
  • 37. Quote of the Day! You have to know a lot to know how little you know.