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SADTU - Institutional Management and Governance
1. South African Democratic Teachers’ Union
Management and Governance
24 March 2012
- The role of Institutional Management and
Governance during an era of ‘Education Crisis’ -
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://iwanttoturnaroundmyschool.blogspot.com
Content
1. Awareness: We don’t know what we don’t know – State
of Education in SA (4-17);
2. Proposition 1 – Human capital at layers beyond the
schools;
3. Proposition 2 – Education is a ‘people’ intensive activity;
4. Proposition 3 – The biggest Untruth about Education in
SA;
5. Proposition 4 – Compliance is a 25% level of
Performance;
6. Proposition 5 – Difference between Institutional
Management and Governance
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1
2. Introduction
• This presentation is not personal, but it is about
PEOPLE;
• Since what is going wrong in the education system, has
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!;
• Finally, I don’t defend constituencies (learners,
teachers, department, etc.), but rather Education and
the future of our country!
Awareness Test
Do we know what
we don’t know?
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6. Average % scores after re-marking
45
Eastern Cape
40 Free State
Gauteng
35
KwaZulu Natal
Average 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
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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!
Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
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8. % Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20% 10%
Anti- Dysfunctional Under- High-
Functional Performing Performing
2011 Matric Results
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9. Japp
So, if we spend all this
money (2011/12 = R178b;
2012/13 = R190b; 2013/14
= R218b; R236b 2014/15)
on education, why are the
children not benefiting?
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10. Five Propositions
1. Human Capacity at layers beyond the
schools;
2. Education is a ‘People’ intensive activity;
3. The biggest Untruth about Education in
South Africa;
4. Compliance is 25% level of Performance;
5. Difference between Institutional
Management and Governance.
Proposition 1
Human Capacity
at layers beyond
the schools
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11. Teachers Facilitating
Learning
Teacher Conditions of
Unions Service
School Managing
Leaders Teaching and
Learning
Circuit and Support and
District Development
Four Layers of Expertise
CDE – 7 September 2011
Provincial, Systems
National, Thinking
Ministerial
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12. Proposition 2
Education is a
‘People’ intensive
activity
Thomas Jefferson
There is nothing more
unequal, than the
equal treatment of
unequal people.
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13. 80/20 Principle
20%
80%
80%
20%
INPUT OUTPUT
Proposition 3
The biggest
Untruth about
Education in
South Africa!
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14. We have started to
believe that the
Creator will
apportion IQ based
on your Economic/
Social Status!
GE UPS 14 Matric Results
100
94.3
90 88.2 88.2
86.2
82.8 82.9
80 80 80.4 81
77.7
74.4 74.5
70
67.7 67.9 67.58 67.5
65.99 65.7 65.99 66.08 66.3
64.75 63.7 64.7
60 60.5
60.23
57.4 56.67 57.86
56.25
54.5 54.07
52.48 52.5 52.94 52.9 52.48 52.6 52.8
50 49.6 49.11 48.57 49.55 49.53 49.54 49.3
47.62
46.27
45.61 45.4
43.42 44.2
40 39.6 39.8
37.5 36.82 35.51 34.18
30 28.51
20
10
0
2008 2009
2010 2011
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17. Proposition 4
Compliance is
25% level of
Performance!
ACCOUNTABILITY SCALE
25%: 50%: 25%
Compliance
towards
Seniors
50%
Job
25% Description -
Salary
25%
Support and
50% Development
- Juniors
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18. Example:
Employment of Teachers
• Qualification as a Teacher in subject
(whether he/she has the subject expertise);
• Registered with SACE (professionally and
ethically accountable);
------------------------------------
• Whether he/she can teach the subject
(pedagogical skills);
• History of success in teaching the subject
and particular grades, etc.
Proposition 5
Difference between
Institutional
Management and
Governance
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19. Curriculum Management Framework
Education Philosophy
Curriculum Implementation
Bureaucratics & Policy Maker
Or gan Instructional
TT T-Att T-Info APlan
Teaching and Learning
TLSM L-Info T-Info
Principal & SMT
Learning and Assessment
TL Sch L-Info
IMD & CMD
Teachers
Learners
Expectation and
HoDs
T-Info
L-Info
Achievement
Learning Space
Classroom
Faculty
School
District and Circuit
National and Provincial
Curriculum Development Cycle
Education Curriculum Instructional Teaching Learning Assessment Expectation Achievement
Plan Plan Plan Plan Plan Plan Plan Plan
Do District School Teacher
M&E Provincial District HoD
38
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20. Instructional Leadership
• The administrative, management and
leadership guidance by principal in the
process or act of teaching, in order to
ensure education delivery;
• Legislative imperative = 27,5 hours of
teaching and learning;
• Current research is indicating on 41% of
focus;
• No advert is including ‘having been a
good teacher’ as a criteria/requirement.
History of Parental Involvement
• Parent-Teacher (Student) Associations -
PTSAs and PTAs;
• Management Committees;
• School Boards;
• School Governing Councils
• School Governing Bodies.
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21. 16 Policies
(duties and
functions) of
SGBs
1. Drafting of a Constitution (definition of
concepts; name and objectives; member categories;
office-bearers; filling vacancies; resignations; committees;
expulsion; functions; meetings [once per term; annual
general meeting; record minutes; inspect minutes; report
per term]; dissolution; amendments to constitution);
2. Mission Statement (rationale; target group;
service provided; orientation i.t.o. survival and growth;
management philosophy; responding to school
community needs; public business image of school);
3. Language policy (LoL, LoT, LoA);
4. Religious policy (attendance on free and
voluntary basis);
5. Code of Conduct for learners (Model C
school examples);
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22. 6. Suspension of learners (fair hearing; 1
week; more, by SGB);
7. Admission policy (no test; not
discriminate; no refusal [fees; mission; indemnity
agreement]; age requirements);
8. Supporting the staff (verbal to physical
assault; intimidation; harassment; insult);
9. School hours;
10. Financial matters (school fund; banking
account; pay money into account; secure and
protect assets; purposeful use of funds);
11. Movable and immovable property;
12. Service to the school (volunteerism);
13. Recommendations for appointment of
educators (appointment, promotion or transfer only
on recommendation of SGB to HoD; HoD can decline
based on 'procedure', 'non-compliance', 'not registered',
'proof of undue influence', 'undermine democratic values
and principles');
• Correct procedure to be followed (advertise, apply, elect
interview committee, interview [+ observers], shortlist of 3, send
recommendation to HoD, HoD appoints);
• Correct criteria for refusal of recommendation
(affirmative action appointment vs best interest of children;
equality and equity during interviews by SGB; transfer of excess
educators; appointment or replacement of temporary
educators);
14. Educators employed by the school
(working time; leave, remuneration; termination);
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23. 15. Financial management (estimate needs,
obtain funds, administer finance) - adhere to
general legal requirements and educational
legislation (financial discipline, involve all in
planning budget, share budget, evaluate budget
regularly, adhere to budget planning);
16. Additional Functions (maintain and
improvements of property, extra-mural activities,
selection of subjects, paying service providers,
others);
17. Closure of school (SGB must know,
enough time, submit petition, consider petition);
18. Non-Functioning of SGB (HoD appoints
persons to exercise these functions; 3 months,
not longer than 1 year).
Final Points:
• Appoint people who can do the job, not people who
belong to a group; because they are connected; etc.;
• As a principal – if you don’t care about every learner in
your school as much as you care about your own child,
then you are in the wrong job …;
• As an official, if you don’t know, can’t do (display), or is
not better than those whom you need to manage, guide,
etc., they will never TRUST what you say;
• In a functional system, you can get away with people
managing “generally”, but in a dysfunctional system,
you have to have the specific (technical) capacity and
skills to manage and lead – ability to show them how to
do things – WALK THE TALK!
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