1. NEMAS and NPA (Namibia) Conference
27 August 2009
Windhoek (Neja Lodge)
‘Complex Demographics’ in different types of
functionality schools - Learnings from two school
principals in South Africa
Presenter:
Dr Muavia Gallie (PhD)
President of EMASA (South Africa)
muavia.gallie@up.ac.za or
muavia@mweb.co.za
Content
1. Conceptual framework
2. Slippery concept - ‘Complex’
demographics in organisations;
- Christie 2008 report on ‘Schools that
work’ - 10 complex ecologies;
3. Sampling of schools;
4. Profile of Schools - RHS and GBS;
5. Commonalities, and Shifting Ecologies;
6. Closing Remarks.
1
2. 1.1 Current Challenges for
Schools and Educators
Socio- Learner
Conditions Academic
of Community Success
1.2 Future Challenge
Learner
Academic
Success
Schools and
Educators
Socio-
Conditions
of Community
2
3. 1.3 Conceptual Argument -
Types of Functionalities (relating to the Core Purpose)
Non- Low High
Functioning Functioning Functioning
Schools Schools Schools
(NFS) (LFS) (HFS)
Level 1
Level 2
Level 3
1.5 Functional ‘Eye’ is on …
(NFS) (LFS) (HFS)
Activities Learning,
Teaching and
Leadership
Personalities Learners,
Teachers and
Principal
Issues Politics,
Economics,
Culture and
Society
3
4. 1.6 Current Learner
Achievement in South Africa
• 1,2 Mill learners in Gr1 - 0,55 mill
in Matric (only 45%);
• 66% of Matriculants pass
examination;
• 1/3 leave with certificate worthy
of presentation;
• Only 10% success-rate.
1.7 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!
4
5. 1.8 Where are we now?
20%
50%
30%
2.1 Complex
Demographics/Ecologies
• Ecology - “interrelationship in the ‘life’ in an
organisational environment;
• Mixture of unseen, intangible relationships -
between people, their emotional
intelligence, their values, their ethics, their
personal tacit knowledge, their day-to-day
experience
• Interplay between people and the policies,
values, ethics and practices of an
organisation.
5
6. 2.2 Christie report on ‘Schools that
work’ (2008, pp.123-134)
1. Teacher supply and deployment (T);
2. Teacher quality (T);
3. Teacher development (T);
4. Image of the teachers (T);
5. Resources (Leadership);
6. Social capital (Leadership);
7. Orphans and vulnerable children (L);
8. Discipline and authority (T & L);
9. Learner pathways (L), and;
10. Networking (Leadership).
2.3 Core Focus
Focus 1: Equality
Focus 2: Access
Focus 3: Equity
Focus 4: Quality
Focus 5: Equality + Access + Equity = Quality
6
7. 2.4 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 Assess-
HFS
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 Learning for
DFS
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
Time-on-Task
2.5 School Readiness Components 8
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness 8 School Readiness Components
HFS
Components Indicators of DFS SRC Component
30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
1.2 High rate of learner absenteeism Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness 3.1 Low learner performance 3. Learner Information
LFS
Components 3.2 High dropout rates of learners
30% 4. High level of disruption and violence 4. Annual Planning
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30%
8. Learner and Teacher
support materials
7
8. 2.6 Time-on-Task 1
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
•4.5 days p.w.
•176 days p.a.
LFS
Teaching Learning
30% 50% 20%
•2.5 days p.w.
•98 days p.a.
Learn-
NFS
Teaching
•1.67 days p.w.
20% 30% ing
10%
•65 days p.a.
3. Purposive Sampling
1. A majority learner population coming
from poverty stricken, and
disadvantaged communities;
2. A majority of black learners;
3. Should have a learner achievement in
Matric of over 75%;
4. Should not have a ‘selective’ admission
policy.
8
9. 4.1 Randfontein High School
• Historically ‘White’ school
• Established in 1960 (English community)
• “Equality, redress, access and quality”
• “We make them great.”
• 32 Extra-mural activities
• Sport fanatic - principal attends all - getting to
know the learners!
• “Our greatest strength is our diversity.”
• ONE RULE FOR ALL.
• School is 138% full.
• 8 targets - No.1: Academic Excellence
The school principal
9
11. 4.2 Groenberg Secondary
School
• Historically ‘Coloured’ school;
• Senior union leaders (SADTU) in region;
• Senior official in Boland rugby team;
• 95 farms are serviced by school;
• Generates over R1 million every year;
• Take personal responsibility of life-span of
assets;
• Proud individual - not a victim!
4.2.1 School Principal - Mr
Hess
11
13. 5.1 Commonalities - 2 schools
1. Principals and teachers care deeply about education;
2. The school is about ‘teaching and learning’, and not just a place
where teacher are employed;
3. They take challenges as opportunities (no excuses);
4. They have a purpose - and it is not about ‘them’ (the teachers);
5. They are ‘humane’ individuals, but … don’t mess with the
education of the children;
6. Education is more than just ‘schooling’;
7. They school their situation as ‘complete’/’whole’ and therefore
don’t expect ‘hand-outs’ from others;
8. They work hard (2700 hours per year) - don’t take ‘short-cuts’;
9. They know what they want - and they get it!
10. Look at their attitude - you see Quality.
5.2.1 Ten Shifting Ecologies
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;
13
14. 5.2.2 Ten Shifting Ecologies
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.
5.3 Reflect - Christie report
1. Teacher supply and deployment (T);
2. Teacher quality (T);
3. Teacher development (T);
4. Image of the teachers (T);
5. Resources (Leadership);
6. Social capital (Leadership);
7. Orphans and vulnerable children (L);
8. Discipline and authority (T & L);
9. Learner pathways (L), and;
10. Networking (Leadership).
14
15. 6.1 In Summary, these principals
have clarity about …
• What they do - optimal balance between the
curriculum, where learners will land up, and
what they need;
• Why they do it - constantly looking for new
ways of doing, they like to serve people, like
innovation, they are ‘in time’;
• How it matters - they believe in quality, have
performance indicators, they focus on things
that matters most (don’t sweat the small
stuff).
6.3 Closing Remarks
HFS -- Given -- SA SF
LFS -- Given -- EN EP
NFS PN SN LBN
Socio-Political-Cultural Personal Academic
Achievement Achievement Achievement
Fulfilment
Spiritual
15
