NAPTOSA Congress 2012


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South African education crisis - Save the children's education

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NAPTOSA Congress 2012

  1. 1. NAPTOSA   3rd  Biennial  Na1onal  Congress  “Education in Crisis – Save our Children’s Education” Tuesday,  23  October  2012   19h00   Kopanong  Conference  Centre,  Benoni,  South  Africa   Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc.
  2. 2. Content1.  My brief;2.  Do we have a crisis in education?;3.  Books and Article about it;4.  Voices from there articles and my comments;5.  Recommendations. Search NAPTOSA Congress 2012
  3. 3. Introduction•  This presentation is not personal, but it is about PEOPLE;•  Since what is going wrong in the education system, has very little or 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! – Might be ‘hard hitting’!;•  Finally, I don’t defend constituencies (learners, teachers, department, etc.), but rather Education and the future of our country!
  4. 4. Awareness TestDo we know what we don’t know?
  5. 5. Is  there  a  Crisis?  •  A  crisis  is  an  event  that  is,  or  expected  to  lead   to,  an  unstable  and  dangerous  situa1on   affec1ng  an  individual,  group,  community  or   whole  society.  •  Four  Characteris1cs:   –  Unexpected;   –  Creates  uncertainty;   –  Is  seen  as  a  threat  to  important  goals;   –  The  need  for  change.  
  6. 6. Crisis  Clusters  1.  Vic&m  –  When  organisa1on  is  vic1m  of  the  crisis,   e.g.  unforeseen  disaster,  false  or  wrong   informa1on,  etc.  –  Weak  Aribu,on;  2.  Accidental  –  When  organisa1onal  ac1ons  leading   to  crisis  were  uninten1onal,  e.g.  technical  and   logis1cal  errors,  etc.  –  Minimal  Aribu,on;  3.  Preventable  –  When  organisa1on  knowingly   placed  people  at  risk,  took  inappropriate  ac1ons   or  violated  law,  e.g.  management  misconduct,  etc.   –  Strong  Aribu,on            (Coombs,  2007,  p.168)  
  7. 7. Lead  to  ‘reputa1onal’  threats  1.  Cogni&ve-­‐func&onal:  Evalua1on  of   competence,  achievements,  reaching  of   goals;  2.  Cogni&ve-­‐social:  Sa1sfying  ethical  and   moral  norms,  developmental  and  social   responsibility;  3.  Affec&ve-­‐emo&onal:  Sympathy  and   arac1veness,  emo1onal  evalua1on.  
  8. 8. Interface  between  ‘cluster’  and   ‘threats’   Functional Political/ Emotional crisis Social crisis crisis Mild  Vic1m  crisis   reputa,onal   threat   Moderate  Accidental   reputa,onal  crisis   threat   Severe  Preventable   reputa,onal  crisis   threat  
  9. 9. ???  
  10. 10. COSAS  Na1onal  Newsleer  Mar/Apr  1983  •  What  is  wrong  with  our  educa,on?     Our  educa,on  is  unequal  because:   1.  whereas  the  government  spends  R931,00  per  year  on   every  white  child,     2.  it  spends  only  R253,00  and  R  139,00  per  year  on  Coloured   and  African  children;   3.  whereas  one  teacher  in  a  white  school  caters  for  every  18   pupils,  in  black  schools  one  teacher  caters  for  39  pupils.   4.  also  about  half  the  black  matriculants  who  wrote  their   exams  last  year  failed  because  of  the  inferior  educa,on   they  received.  
  11. 11. Posters  -­‐  1986  
  12. 12. Books/Ar1cles  Headlines  2008  -­‐  2012    1.  Book  -­‐  B.  Fleisch  (2008)  –  Primary  educa&on  in  crisis:  Why  South  African  school  children  underachieve  in  reading  and  mathema&cs   2.  Book  –  edited  by  Nonikiwe  (2011)  -­‐  3.  Africa  Ins1tute  of  South  Africa  –  Briefing   Fixing  the  South  African  educa&on  no.72,  (March  2012)  –  Heading:  The  failing   crisis  standard  of  basic  educa&on  in  South  Africa  (Madisaotsile  B.M.)   4.  Nick  Taylor  (JET  Educa1on)  10  June   2011  –  Title:  Priori&es  for  addressing   South  Africa’s  educa&on  and  training  5.  Book  released  13  July  2012,  by  the   crisis  –  A  review  commissioned  by  Ins1tute  for  the  Study  of  English  in  Africa   the  Na&onal  Planning  Commission  (ISEA)  –  South  Africa’s  educa&on  crisis:  Views  from  the  Eastern  Cape  (Rhodes  Educa1on  Faculty,  edited  by  Prof  L.  Wright)  
  13. 13. Newspaper  Ar1cles  –  Mar  to  Oct  2012  1.  BBC  News  (12  March  2012)  Headlines:  South   9.  Times  Live  (2  October  2012)  by  Katharine  Child  Africa  educa&on  crisis  fuels  state  school  exodus   –  Headline:  A-­‐G  delivers  new  blow  to  Angie  2.  Mail  and  Guardian  (29  June  2012)  –  Andrew   10.  Moneyweb  (3  October  2012)  –  Felicity  Duncan  Verrijdt  –  Headline:  There  is  a  crisis,  Minister   –  Headline:  South  Africa’s  educa&on  crisis  3.  Daily  Maverick  (17  July  2012)  –  Greg  Nicolson   11.  News24  (3  October  2012)  –  Headline:  Jansen:  –  SA’s  educa&on  crisis:  Limpopo  s&ll  without   Government  can’t  deny  educa&on  crisis  books   12.  Methodist  Church  of  Southern  Africa  (4  4.  News24  (30  July  2012)  –  Headline:  Educa&on   October  2012)  Headline:  Methodist  response  to  crisis  not  Verwoerd’s  fault   the  educa&on  crisis  in  South  Africa  5.  City  Press  (24  August  2012)  Headline:   13.  Times  Live  (8  October  2012)  –  by  Thabile  Motshekga  is  wrong.    Educa&on  is  in  crisis.   Mange  –  Headline:  Solve  the  educa&on  crisis  6.  All  Africa  (5  September  2012)  by  Sue   14.  SABC  News  (10  October  2012)  Headline:  Valen1ne  –  Headlines:  South  Africa:  Educa&on   ‘Sugges&ons  that  Basic  Educa&on  Department  is  faces  crisis  despite  big  budget   in  crisis  are  wrong’  7.  The  Ci1zen  (28  September  2012)  by  Musa   15.  Business  Day  (11  October  2012)  Headline:  Mohamed  –  Headline:  Jansen  lambastes   Sadtu  sets  sight  on  Soobrayan  in  textbooks  saga  authori&es  for  educa&on  crisis   16.  IOL  News  -­‐  FW  de  Klerk  Founda1on  (11  17.  8.  SABC  Educa1on  (2  October  2012)  by  Graca   October  2012)  Headline:  Our  educa&on  system  is  Machel  speaking  at  the  Archbishop  Desmond   in  crisis    Tutu  Peace  Lecture  at  UWC  –  Headline:  Machell  calls  on  SA  to  mend  ‘social  crises’   17.  The  Times  (11  October  2012)  –  Headline:   Waking  up  to  South  Africa’s  educa&on  crisis  
  14. 14. Issues  Raised  1  •  Fleisch  –  real  dysfunc1onality  in  primary  schools;  •  Taylor  –  need  for  transforma1onal  (radical)   change  in  teachers’  condi1ons  of  service     –  competency  based  appointments;     –  ban  union  deployment  ac1vi1es;     –  proficiency  tests,  and  retrenchment  if  not  improving;     –  newly  qualified  must  pass  relevant  subject  content   text,  as  well  as  HoDs,  Curriculum  officials  in  districts   and  provincial  offices;     –  principals  must  be  trained  in  labour  law,  IR,  data   management,  etc.]  
  15. 15. 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
  16. 16. Issues  Raised  2  •  African  Ins1tute  of  South  Africa:   –  SACMEQ  results  from  2003  –  2007;     –  lack  founda1onal  skills  in  literacy  and  numeracy;     –  Minister  Manual  –  quality  of  schooling  is  sub-­‐standard,   especially  in  the  township  schools    Policy  recommenda1ons     –  pregnant  learners  policy;     –  discipline  policy;     –  teacher  recogni1on  and  reward  policy;     –  beer  teachers,  open  colleges;     –  train  SGBs;     –  drug  awareness  campaigns  and  sex  educa1on;     –  life  skills  programmes  to  improve  aotudes  of  young   persons  
  17. 17. 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
  18. 18. SACMEQ Results6 6 7 62 5 2 212 13 11 1215 15 13 144 3 1 17 12 4 1113 9 14 131 2 3 49 10 9 85 4 6 53 1 5 310 11 8 914 14 12 1511 7 10 108 8 15 7
  19. 19. Issues  Raised  3  •  BBC  News:   –  five  thousand  children  switch  to  independent  schools;     –  100  new  schools  applied  to  register;     –  significant  parents  of  learners  are  teachers  in  public   schools;  •  Mail  and  Guardian:   –  A  principal  sta1ng  that  DBE  was  simply  not  up  to  the  task   to  fix  educa1on  and  therefore  schools  have  to  do  it   themselves;     –  Reward  and  value  good  teachers,  training  bad  teachers   or  else;     –  Need  good  teachers  to  shoulder  more  responsibility  –  we   have  no  other  choice.  
  20. 20. Independent  Schools  Growth  
  21. 21. Issues  Raised  4  •  Prof  Wright:   –  ‘behind  the  scenes  management  issues’  [problems  of   power  and  corrup1on];     –  Teachers  as  Heroes  –  teachers  to  understand  their  full   value  “for  the  benefit  of  themselves,  their  learners  and   the  society  in  which  we  live.”  •  Daily  Maverick  (Nicolson):   –  Soobrayan:  “About  99%  of  textbooks  have  been   delivered  …  by  27  June”     –  “Metcalfe’s  report  shows  that  by  June  27  only  15%   delivered;  July  3  increased  to  48%  …  by  July  11,  22%  s1ll   awai1ng  …”     –  “Learners  are  not  failing  in  educa1on.    Educa1on  is  failing   them”  Heywood  
  22. 22. Issues  Raised  5  •  Ramphele:   –  children  were  beer  taught  under  apartheid’s  guer   educa1on;     –  There  is  no  excuse  …  why  no  one  had  been  fired?;  •  City  Press  –  Minister  Motshekga:     –  failure  to  deliver  textbooks  is  “a  problem,  not  a  crisis”;   What  would  cons1tute  a  crisis?;     –  “spiong  in  the  faces  of  the  poor  who  see  educa1on  as  a   way  out  of  poverty”  •  All  Africa  (Valen1ne)  –  Eugene  Daniels:     –  Educa1on  system  was  distorted  and  needed  a  dras1c   overhaul;     –  “We  have  designed  our  en1re  system  to  prepare  students   (5%)  for  university”  –  95%  leu  high  and  dry.  
  23. 23. 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
  24. 24. Issues  Raised  6  •  Jansen:     –  educa1on  authori1es  are  responsible  for  the  increasing  “rejec1on  of  the  value   of  educa1on”  in  the  poorest  communi1es;     –  government  officials  bully  ci1zens,  but  withdraw  when  facing  “defiant  teachers’   union”;     –  said  government  had  “neither  the  insight  nor  the  capacity”  to  deal  with   textbooks  scandal;     –  Lesufi  said  Jansen  “was  en1tled  to  his  opinion”;  •  Graca  Machel:     –  country  had  not  begun  to  understand  the  deep  “social  crises,  which  has  been   structured,  craued,  engineered  and  systema1cally  implemented”;     –  accusing  and    blaming  one  another;     –  “We  are  bleeding  and  we  are  harming  one  another  because  we  can’t  control   our  pain.”;       –  “We  need  a  vision  of  how  to  build  a  healthy  society  …  move  away  from  anger,   fear,  and  accumulated  inhibi1ons.”;     –  families  had  been  “torn  apart  for  at  least  three  decades”  and  that  today’s   parents,  who  grew  up  in  “torn  and  dysfunc1onal  families”,  were  trying  “to   mould  their  children  into  family  environments  they  didn’t  enjoy.”  
  25. 25. Hope vs Reality 26
  26. 26. Issues  Raised  7  •  A-­‐G:   –  Failure  to  deliver  textbooks  in  Limpopo  is  only  a  small  part  of  the  massive  crisis;   –  DBE  missed  53%  of  the  targets  it  had  set  itself.  •  Jansen:     –  Demand  that  government  declare  a  crisis  in  educa1on;   –  “Why  should  be  tolerate  this?”-­‐  gap  between  privileged  and  poor;   –  Privileged  schools  remain  stable,  with  no  interrup1on  to  teaching  and  learning   …  “schools  of  the  poor  are  rou1nely  disrupted  or  trashed  by  adults,  by  unions,   ac1vists,  gangsters  …”   –  Those  send  their  children  to  best  private  and  public  schools  and  would  remain   detached  from  the  dysfunc1on  and  poverty  of  the  educa1on  system;   –  There  was  nothing  wrong  with  the  country’s  children,  but  it  was  adults  who   were  “messing  them  up”;   –  “We  allow  children  to  pass  with  ridiculous  results  and  lie  to  them  …”;   –   “Where  are  parents  when  schools  allow  learners  to  leave  early  or  when   teachers  do  not  teach,  …?”   –  “I’ve  got  bad  news  for  you  that  for  the  next  10-­‐20  years  nothing  is  going  to   change  at  a  systemic  level.    We  are  going  to  need  what  a  wonderful  book  calls  a   moral  underground,  an  army  of  volunteers.”  
  27. 27. Time-on-Task Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 90%  HFS   Teaching Learning 40% 50% 4.5  days  p.w.  LFS   Teaching 30% 50% Learning 20% 2.5  days  p.w.   Learn- NFS   20% 30% Teaching ing 10% 1.67  days  p.w.   28  
  28. 28. Issues  Raised  8  •  Malcolm  Rees:   –  The  matric  pass  rate  is  rising,  many  of  these  “passes”  are  with  marks  lower   than  50%;  1  in  10  learners  who  enrol  in  SA’s  basic  educa1on  system  leave  with   the  qualifica1on  necessary  to  apply  for  entry  into  HE;  •  Methodist  Church  of  Southern  Africa:     –  Quick  wins  proposed:  Every  teacher  be  on  1me  every  day;  every  teacher  comes   prepared  to  teach  no  maer  how  experienced  they  may  be  …  •  Thabile  Mange:   –  Government  made  educa1on  part  of  five  priori1es   –  But  is  it  really  serious  about  improving  the  educa1on  system?;   –  Is  there  a  poli1cal  will  to  solve  the  crisis?   –  There  is  no1ng  wrong  with  asking  for  help  from  experts;   –  Something  dras1c  must  be  done;  •  Soobrayan:     –  Sugges1ons  that  Department  is  in  crisis  are  wrong  because  the  quality  of   educa1on  is  in  fact  improving;   –  “I  want  to  submit  …  things  are  geong  beer.   –  Data  suggests  it  has  improved.”  
  29. 29. Corporal  punishment  
  30. 30. Educators  by  REQV  2005-­‐2008  &  2011  
  31. 31. Issues  Raised  9  •  SADTU:   –  Calling  for  full  inves1ga1on  into  the  Limpopo  textbook  saga,  par1cularly   the  conduct  of  Basic  Educa1on  DG;  •  FW  de  Klerk  Founda1on:     –  “Poor  educa1onlies  at  the  root  of  most  South  Africa’s  problems;   –  “Educa1on  is  a  debt  that  the  present  genera1on  owes  to  the  future   genera1ons.”   –  South  Africa  ranked  133rd  out  of  142  countries  in  World  Economic   Forum;   –  “Perhaps  the  most  damning  sta1s1c  presented  by  the  Na1onal  Planning   Commission  is  that  teachers  in  black  schools  teach  an  average  of  only   3.5  hours  a  day,  compared  with  6.5  hours  a  day  in  former  with  schools.”    •  The  Times:   –  “The  ghost  of  bad  educa1on  con1nues  to  haunt  us,”  said  DBE  Minister   Motshekga.                  *  up  to  11  Oct  2012  
  32. 32. Recommenda1ons  1  •  Learners:   1.  Assist  them  with  crauing  a  “dream”  (learner   expecta1on  and  achievement  agreement);   2.  “Free”  all  learners  from  the  challenges  “where  they   come  from”  –  they  are  not  their  parents,  economic   situa1on,  etc.  –  There  is  nothing  wrong  with  them;   3.  Their  economic  situa1on  has  nothing  to  do  with  their   ability  to  be  academically  successful  at  school  –  being   poor/rural,  is  not  equal  to  failure;   4.  No-­‐one  is  born  to  be  a  failure!    Success  comes  from   hard  work,  and  has  very  lile  to  do  with  ‘intelligence,   being  clever,  etc.’    What  you  put  in,  is  what  you  will  get   out!;   5.  No-­‐one  owes  you  more  than  what  you  owe  yourself,   and  others  who  are  making  and  has  made  sacrifices  for   you  to  succeed;  
  33. 33. Recommenda1ons  2  •  Teachers:   1.  If  you  don’t  care  about  every  learner  in  your  classroom,  the  way  you   care  about  your  own  children,  then  you  are  in  the  wrong  job  –  You   have  to  reconnect,  engage,  etc.  –  The  focus  of  your  job  is  to  teach   the  learner,  rather  the  curriculum;   2.  Teaching  is  more  about  Giving  and  less  about  Taking.    You  will  never   become  financially  rich  as  a  teacher,  but  you  will  get  your  reward  in   other  ways.    If  your  focus  is  financial  rewards,  then  you  will  have  to   change  your  career!;   3.  We  have  an  80-­‐20  split  in  good  and  bad  schools/teachers;  You  need   to  make  a  choice,  since  being  ‘safe,  hide,  average,  mediocre’  in  such   a  ra1o  is  a  choice  of  being  part  of  the  ‘bad’;   4.  You  might  be  the  only  group  that  can  ‘save  our  educa1on  system,   and  save  our  children’!   5.  This  is  an  opportunity,  which  might  not  come  around  soon,  where   we  can  claim  back  our  dignity  as  teachers.    We  need  you  to  put  in  the   ‘hard  yards’,  just  to  do  what  is  expected.  [7  hours  per  day,  35  hours   per  week,  204  days  a  year,  feedback  auer  any  assessment  and  not   just  a  %,  let  your  children  how  much  you  care  about  them,  show   them  that  you  are  human!  
  34. 34. Recommenda1ons  3  •  Principals  and  SMTs:   1.  If  you  don’t  care  about  every  learner  that  works  through  your  school  gate,  like  you   will  care  about  your  own  children  or  grandchildren,  then  you  should  get  our  of  the   job.    The  day  you  accepted  the  applica1on  form  of  the  learner,  that  day  you   accepted  the  responsibility  to  be  part  of  the  success  and  the  realisa1on  of  the  dream   of  every  learner;   2.  If  you  don’t  plan  and  understand  the  interrela1ons  between  the  8  school  readiness   components  (aendance  of  teachers  and  learners;  teacher  informa1on;  learner   informa1on;  annual  planning;  1metabling;  teaching,  learning  and  assessment   schedules;  organogram  and  TLSM),  then  you  are  failing  our  learners;   3.  Your  job  is  about  75%  instruc1onal  leadership  and  25%  others.    Don’t  be  caught  up   with  your  files,  telephone  calls,  etc.    Since  teaching  and  learning  is  a  ‘people   rela1onship’  exercise,  focus  on  building  posi1ve,  respeczul,  trustworthy,  affirma1ve   rela1onships  between  learners,  teachers  and  parents;   4.  You  have  to  be  proud  enough  of  your  schools,  so  that  you  will  have  no  hesita1on  to   enroll  your  own  child  (grandchildren)  at  your  school;   5.  Focus  more  on  Leading  than  ‘being  a  leader’  (the  posi1on).    Set  the  tone!    Be  the   example!    Strive  to  be  the  best  teacher,  both  academic  and  extra-­‐curricula,  in  the   school!    You  must  excite  and  enthuse  the  people  you  lead!  
  35. 35. Recommenda1ons  4  •  Teacher  Union  Leaders  and  Representa1ves:   1.  To  be  able  to  represent  teachers,  you  have  to  be  among  the   best  of  teachers.    You  will  then  know  how  to  represent  them;   2.  We  can’t  just  focus  (go  on  strikes  and  marches)  on  ‘our  own   needs’  rather  than  the  needs  of  the  children  we  serve.    Lets   deliver  such  a  splendid  educa1on  to  our  children  that  our   communi1es  go  on  marches  for  the  improvement  of  our   condi1ons  of  service;   3.  Let  us  stop  ‘deploying’  people  into  posi1ons  which  they  are  not   fit,  or  capable  of  performing  the  du1es;   4.  Let  us  take  the  lead  as  to  focusing  on  ‘the  interest  of  educa1on’   rather  than  the  interest  of  our  cons1tuency  alone  –  let’s  be   ‘educa1onally’  correct  rather  than  ‘poli1cally’  correct!;   5.  Let  us  not  protect,  support  or  allow  those  teachers  who  are   undermining  educa1on  to  be  ‘part  of  us’  –  we  need  to  draw  a   line!  
  36. 36. Recommenda1ons  5  •  Departmental  officials:   1.  We  can’t  employ  ‘poli1cal  people’  in  ‘technical  and   professional’  posi1ons.    If  we  con1nue  with  it,  we  tend  to  have   too  many  ‘poli1cally  correct  educa1onal  conversa1ons’  rather   than  ‘educa1onal  conversa1ons’  –  And  because  we  don’t  know   the  technical  details,  then  ‘everyone’s  opinion  is  as  strong  as   everyone  else’s  opinion  –  opinion-­‐based  rather  than  expert-­‐ based  decision  making;   2.  If  you  don’t  soon  indicate  the  value  that  you  add  to  the   educa1on  sector,  we  might  need  to  ask  why  we  s1ll  need  these   ‘in-­‐between’  departmental  structures,  including  a  big  na1onal   department;   3.  Educa1on  policy  is  worth  nothing  if  it  can’t  be  implemented  by   those  at  the  school  and  classroom  level.    Borrowing  and   ‘googling’  policies  are  problema1c,  and  this  is  contribu1ng  to   the  challenges  in  educa1on.    A  quality  policy  is  a  policy  that  can   be  implemented,  or  at  least  seen  to  be  implemented.  
  37. 37. Pass  it  on!  
  38. 38. Thank  You!