Naptosa Presentation - Quality Education

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Naptosa Presentation - Quality Education

  1. 1. NAPTOSA Conference Quality Education Quo Vadis Presenter: Dr Muavia Gallie (PhD) University of Pretoria - Faculty of Education 24 July 2009 1
  2. 2. Content 1. Introduction; 2. Quality Education; - How relevant is the QE debate? - Three Steps approach to QE - Quality and Equality - Creating a bridge between Quality and Equality 3. Thinking beyond the Obvious - Quality teacher to Equity schools - 10 Untruths in dysfunctional schools 4. Conclusion 2
  3. 3. Introduction • Classroom teacher, HoD, Principal of a secondary school - going on in schools; • Taught in ‘township’ - 15 years; • Schooled in Worcester - rural life; • Prov. & Nat. professional development officer - professional needs of teachers; • Senior member of SADTU for 10 years - unionism; • Director of SACE for 7 years - ethics and professional development of the profession; • Part- and full-time lecturer at UWC, Wits & UP - theoretical and practical debate; • Policy making process for 15 years - policy terrain. 3
  4. 4. Focus of the Conversation Teachers 4
  5. 5. 2. Quality Education • Google - National and provincial parliament, - Ministers to MECs of Education, - Presidents of unions, - Deans of Education Faculties; 5
  6. 6. 2.1 How relevant is the QE debate? • 1,2 Mill learners in Gr1 - 0,55 mill in Matric (only 45%); • 66% of Matrics pass examination; • 1/3 leave with certificate worthy of presentation; • Only 10% success-rate. 6
  7. 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! 7
  8. 8. Different Perspectives Understanding the situation well 8
  9. 9. Where are we now? 20% (5%) 50% 30% 9
  10. 10. Logistics of Teaching and Learning Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions DFS Learning for Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% 10 Time-on-Task
  11. 11. QE Conference - 2002 11
  12. 12. Striving towards QE 12
  13. 13. 2.2 Three Steps approach to QE 13
  14. 14. 2.3 Quality and Equality • Quality for Whom? - Raise standards of High Achievers - Economic Imperatives; - Raise standards of Low Achievers - Economic league table; - Raise standards and opportunities for particular groups - girls, rural, etc.; - Raise standards - Transformation 14
  15. 15. 2.4 Creating a bridge between Quality and Equality 3 Essential elements for framework • Core service must fit the purpose; • Physical surroundings (context) in which the service is delivered; • Service relationship between those who provide and those who receive (shared plan) 15
  16. 16. Inter-related network 16
  17. 17. 3. Thinking beyond the Obvious • We can do it! • I know so, because I am a living example; • And so are the majority of you in the audience; • We come from such challenging circumstances; • Trick - to multiply our success 10, 100, 1000, 10 000, 100 000, 1 000 000, … • Two pronged approach!! 17
  18. 18. 3.1 Quality teachers to Equity schools • Quality teachers - those looking at challenging conditions as opportunity, not deficit; • Not easy, but need mental strength; • About ‘saving’ one learner at a time; • Learners to achieve at 3 levels; - Socio-economic and Political achievement; - Personal achievement; - Academic achievement Efforts need to be tripled, not equal!! 18
  19. 19. 3.2 Ten Untruths in Education 1. Democratic decision making in schools create a conducive school tone or culture; 2. Parent involvement is crucial; 3. OBE approach is resource intensive; 4. Resources (computers and libraries) will make all the difference; 5. The Dept. is not supporting teachers and therefore they are de-motivated; 19
  20. 20. 3.2 Ten Untruths in Education 6. Lack of learning is caused by the ill-discipline of learners; 7. Our classrooms are overcrowded - small classes will make the difference; 8. It is difficult to achieve learner success in poverty stricken communities; 9. Learners are not at the level they should be when they get to our schools (no pre- or nursery school; can’t read and write) 10. Teacher development will solve most of our performance problems. 20
  21. 21. 4. Conclusion • Only teachers can turn around this situation; • It is about us saying and doing: - I can make a difference; - I will make a difference; - I want to make a difference; Starts with getting the 8 School Readiness Components in place!! 21
  22. 22. 1. Attendance (both teachers and learners); 2. Know and understand our teachers; 3. Know and understand our learners; 4. Do proper Annual Planning and implement; 5. Have workable Timetabling and use teachers effectively (not favouritism); 6. Quarterly Teaching Schedules keeping us accountable every day; 7. Supportive Organogram for accountability; 8. Teaching and Learning Support Material for every learner and teacher on first day. 22
  23. 23. You can’t do things differently until you see things differently. 23
  24. 24. Essence of being a Teacher 24
  25. 25. Thank You!! 25

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