The document discusses the state of education in South Africa and the need for turnaround strategies. It presents data from international and regional assessments showing poor performance by South African students. Only 44% of students who start grade 1 are retained through to grade 12, and the success rate of the education system is only 8.1%. The quality of education varies significantly between different types of schools. Three steps are proposed to improve education: addressing dysfunctional schools, improving underperforming schools, and achieving excellence in high-functioning schools. Professionalism, connecting with learners, and effective use of the school calendar are also discussed as factors that impact education quality.
The document discusses the state of education in South Africa and challenges facing the country. It presents data on learner dropout rates between grades 1 and 12, showing that only about 44% of learners are retained from grade 1 to grade 12. Test score results from international and regional assessments like TIMSS and SACMEQ indicate poor performance by South African learners. Five key propositions are presented: (1) human capacity is needed at multiple levels beyond just schools, (2) education is a people-intensive activity requiring tailored support, (3) the common belief that IQ is determined by socioeconomic status is untrue, (4) compliance accounts for only 25% of performance, and (5) there is a
The document summarizes a presentation given by Dr. Muavia Gallie on challenges facing education in South Africa. It discusses poor performance on international tests, high dropout rates between grades 1 and 12, and disparities between provinces. While billions are spent on education each year, only a small percentage of students achieve what the system promises. The presentation suggests the system benefits some more than students and examines untruths used to explain challenges. It advocates for a step-by-step approach to improve from dysfunctional to excellent schools.
The document summarizes statistics on AAC use across 10 special education classes in Cumbria between September 2010 and February 2011. It provides data on the number of students using different AAC methods such as signs, gestures, communication books/boards, and speech generating devices. The most commonly used AAC approaches were signs from teachers, photographs used by teachers, and symbols used by teachers. The majority of AAC used was considered low-tech.
1. The document discusses education performance data from South Africa and other countries based on various tests and studies. It shows South Africa lagging behind other nations in areas like reading scores.
2. Statistics are presented on numbers of students enrolled in grades 1 through 12 from 1999 to 2010, demonstrating a significant drop in learner retention over time. Only 44% of students who started grade 1 in 1999 were retained through to grade 12 in 2010.
3. The document notes South Africa's education system success rate is only 8.1%, meaning of every 12 learners starting grade 1, only 1 attains the goals set out by the system, according to 2005 data. Access to education is emphasized over education quality.
1. The document appears to be a calendar from 2009 showing various dates for meetings, deadlines, and events related to a music magazine.
2. Key dates include pre-SPOT turne meetings in May, Roskilde festival in July, deadlines for uploading issues of Fokus/m.mag throughout the year, and redactionsmode meetings.
3. The document uses color coding and notes to organize information on the calendar.
The document is a presentation on institutional management and governance in education during times of crisis. It discusses 5 main points: 1) The importance of human capacity beyond just schools, 2) How education depends on people, 3) Challenging the myth that intelligence is determined by socioeconomic status, 4) How compliance is just 25% of performance, 5) Distinguishing between institutional management and governance. The presentation provides data from South Africa and other countries showing poor education outcomes to support its arguments.
The document outlines the agenda for a workshop on education in South Africa. The workshop will cover 7 topics: 1) Awareness of blind spots in SA education, 2) Current learner performance and contributing issues, 3) Legislative guidance on education numbers, 4) Unpacking the 1800 hour accountability requirement, 5) Why a need to change and turnaround strategies, 6) Summarizing the discussion and defining a way forward, 7) Conclusion. It provides background data on learner performance, attendance issues at one high school, and an overview of relevant legislation. The workshop aims to improve education in South Africa.
This document summarizes educational indicators in Europe in 2007. It shows that the percentage of the population aged 25-64 participating in training or education increased from 2002 to 2006 across European countries and was above the European Union target of 12.5% for most countries. However, participation rates were lower for men than women in many places. Additional charts and data show trends in educational attainment, dropout rates, and degrees in science/technology over time and between genders and regions in Europe.
The document discusses the state of education in South Africa and challenges facing the country. It presents data on learner dropout rates between grades 1 and 12, showing that only about 44% of learners are retained from grade 1 to grade 12. Test score results from international and regional assessments like TIMSS and SACMEQ indicate poor performance by South African learners. Five key propositions are presented: (1) human capacity is needed at multiple levels beyond just schools, (2) education is a people-intensive activity requiring tailored support, (3) the common belief that IQ is determined by socioeconomic status is untrue, (4) compliance accounts for only 25% of performance, and (5) there is a
The document summarizes a presentation given by Dr. Muavia Gallie on challenges facing education in South Africa. It discusses poor performance on international tests, high dropout rates between grades 1 and 12, and disparities between provinces. While billions are spent on education each year, only a small percentage of students achieve what the system promises. The presentation suggests the system benefits some more than students and examines untruths used to explain challenges. It advocates for a step-by-step approach to improve from dysfunctional to excellent schools.
The document summarizes statistics on AAC use across 10 special education classes in Cumbria between September 2010 and February 2011. It provides data on the number of students using different AAC methods such as signs, gestures, communication books/boards, and speech generating devices. The most commonly used AAC approaches were signs from teachers, photographs used by teachers, and symbols used by teachers. The majority of AAC used was considered low-tech.
1. The document discusses education performance data from South Africa and other countries based on various tests and studies. It shows South Africa lagging behind other nations in areas like reading scores.
2. Statistics are presented on numbers of students enrolled in grades 1 through 12 from 1999 to 2010, demonstrating a significant drop in learner retention over time. Only 44% of students who started grade 1 in 1999 were retained through to grade 12 in 2010.
3. The document notes South Africa's education system success rate is only 8.1%, meaning of every 12 learners starting grade 1, only 1 attains the goals set out by the system, according to 2005 data. Access to education is emphasized over education quality.
1. The document appears to be a calendar from 2009 showing various dates for meetings, deadlines, and events related to a music magazine.
2. Key dates include pre-SPOT turne meetings in May, Roskilde festival in July, deadlines for uploading issues of Fokus/m.mag throughout the year, and redactionsmode meetings.
3. The document uses color coding and notes to organize information on the calendar.
The document is a presentation on institutional management and governance in education during times of crisis. It discusses 5 main points: 1) The importance of human capacity beyond just schools, 2) How education depends on people, 3) Challenging the myth that intelligence is determined by socioeconomic status, 4) How compliance is just 25% of performance, 5) Distinguishing between institutional management and governance. The presentation provides data from South Africa and other countries showing poor education outcomes to support its arguments.
The document outlines the agenda for a workshop on education in South Africa. The workshop will cover 7 topics: 1) Awareness of blind spots in SA education, 2) Current learner performance and contributing issues, 3) Legislative guidance on education numbers, 4) Unpacking the 1800 hour accountability requirement, 5) Why a need to change and turnaround strategies, 6) Summarizing the discussion and defining a way forward, 7) Conclusion. It provides background data on learner performance, attendance issues at one high school, and an overview of relevant legislation. The workshop aims to improve education in South Africa.
This document summarizes educational indicators in Europe in 2007. It shows that the percentage of the population aged 25-64 participating in training or education increased from 2002 to 2006 across European countries and was above the European Union target of 12.5% for most countries. However, participation rates were lower for men than women in many places. Additional charts and data show trends in educational attainment, dropout rates, and degrees in science/technology over time and between genders and regions in Europe.
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Instructional leadership workshop Session 1
1. Instructional Leadership
Workshop
- The state of education in South Africa,
and the turnaround strategy needed -
Presenter: Dr Muavia Gallie (PhD)
Session 1
1
Awareness Test
1:09
1
3. TIMSS 2003 - Applying
Maths
SACMEQ Countries
Botswana
Kenya
Lesotho
Malawi
Mauritius
Mozambique
Namibia
Seychelles
South Africa
Swaziland
Tanzania
Pupil
Uganda
reading
Zambia sco re s
Zanzibar
Zimbabwe
Source: SACMEQ Data, 2007
3
4. 6 SACMEQ Results
6 7 6
2 5 2 2
12 13 11 12
15 15 13 14
4 3 1 1
7 12 4 11
13 9 14 13
1 2 3 4
9 10 9 8
5 4 6 5
3 1 5 3
10 11 8 9
14 14 12 15
11 7 10 10
8 8 15 7
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 8
Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics
4
8. 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!
8
9. % 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
So, if we spend all this
money (2011/12 = R178b;
2012/13 = R190b; 2013/14
= R218b) on education,
why are the children not
benefiting?
Who is actually benefiting? 18
9
10. Three Steps to Quality Education
Dys- Step Under- Step High Step Excellent
1 2 3
functional performing Functioning Schools
Schools Schools Schools
Basic Right To Basic Education Quality Education
Education
Legal and Human Rights Professional, Social, and
Obligations Ethical Obligations 19
Managing what you Know (ICT)
10
11. Managing what you Know (ICT) … cont.
Demographic Character of Workforce
PERSAL 1997/8 2003/4
Number % Number %
Total 386,735 268,548
Male 136,260 35 127,956 35
Female 250,476 65 240,592 65
Under 25 years 7 0.002 752 0.2
25 to 29 years 3,575 1 15,044 4
30 to 34 years 52,235 14 62,356 17
35 to 39 years 94,168 24 91,766 25
40 to 44 years 83,834 22 77,747 21
45 to 49 years 68,060 18 61,158 17
50 to 54 years 43,053 11 37,188 10
55 to 59 years 22,452 6 16,513 4
22
60 yeas and above 19,352 5 6,025 2
11
12. Confusing Teaching for Learning
Teaching Facilitation of Learning Learning
(the Teacher) (teacher and learner) (the learner)
Facts and Know-how building Comprehension and
Information Wisdom
sharing development
Audifying of Engaging in the process What do you know
Textbook of learning in order to and understand,
ensure ownership of the and not just what do
knowledge you remember
Characteristics Investigate the opinions of Discuss the
of a good citizen others (including yourself) characteristics of a
on the topic good citizen, with
justification
Assessment of Assessment for Learning Assessment of
Teaching Learning 23
Connected vs Disconnectedness
from Learners I see, know,
understand
and care
about them!
I see, know
and
understand
them!
I see and
know them!
I see them!
24
12
13. School Calendar 2012
25
Know your Numbers
• 200 School days;
• 170 Teaching and Learning days;
• 34 Weeks of Teaching and
Learning;
• 935 Hours of Teaching and
Learning;
• 20 – 24 Hours of Examination time.
26
13
14. Labour vs Professional
27
Professionalism
• Specialised Knowledge (a strong body of specialised
knowledge);
• Continued Research (propensity to evaluate current
practice and identify and substitute redundant practice);
• Professional Authority of the Practitioner (trust placed by
society as result of high quality of service rendered);
• Acknowledgement of Authority by Society (respect and
esteem from the society);
• Developing and Maintaining a Professional Ethical Code
(disciplined use of oneself in valid knowledge and insight into
self-control pertaining to use of one’s emotions);
• Service Orientation (render a service where the interest of
the client came first).
28
14
16. Turn-around Theory
Common Characteristics If you can t Think it,
1. Constant crisis (Think); You can t Do it!
2. Organisational insanity
Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think); SRC
Tools
5. Sub-Optimisation (Think); PD Accountability
CMS
6. Indirect Causes (Think);
Ownership
7. Sorry is Okay mentality
Principal All (Principal, Teachers,
(Think);
& SMT Teachers SGB & District)
8. Segmented morals -
situational ethics (Think);
Function
9. Multiple clicks/ groups (Do); School Teaching Governance
10. Broken behaviour- Readiness & Learning & District Support
consequence chain (Do).
Research Schools
16
18. 5 Turn-around Phases
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
Focus • Ownership • Buying into this • SRC tools development • SRC + CMM • Ensuring
strategy • Design CMM implementation sustainability
• Closing gaps
Participants • Principal • Principal, SMT, • Principal and SMT • School staff • District
Teachers, SGB reps, (professional and • School leaders
District, Community support) • Community
Data tools • 16 Principles • (B) Baseline Survey • 8 School Readiness • Staff development • Compliance
Issues of Turn (P) Components = • Teacher • Governance
Around • (D) SRC self-rating (P Attendance, T+L Info, professional • Operational
Strategy as + SMT) Annual Plan, TT, TL development management
Inputs • (A) Functionality Schedules,
• T+L intelligence
• 16 Questionnaire (S) Organogram, TLSM
systems
Deliverables • CMM = Attendance,
as Outputs SBA, Curr. completion
Period • 2 hours • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Workshops • Face to face site work • Face to face site • Workshops + Face
• All schools • All schools together • Individual schools work to face site work
together • Muavia Gallie • Mentors • Individual schools • Individual schools
• Muavia Gallie • Mentors + Experts • Muavia Gallie
TAS - Face-to-Face view (4 Tools)
1. Nat. Educ. Strategy 1. Attendance
2. District Curr. Man. 2. Teacher Info
3. School Instr. Design 8 (eight) 3. Learner Info
4. Faculty T + L 4. Annual Planning
5. Classroom L + Assess. School Readiness 5. Timetabling
6. Home L Plan 6. TL Scheduling
Components 7. Organogram
8. LTSM
[Planning]
6 (six)
Curriculum 6 (six) 1.
2.
Teachers
SMT
Management
Design 24 Sustainability
Model
3.
4.
5.
6.
Principal
SGB
District
Community
[Input] [Outputs]
4 (four)
Closing the Gap
BEAR
1. Believes
[Process] 2. Expectations
3. Attitudes
4. Relationships
18
19. 16 Deliverables/Outcomes
Individual Relationships
1. Recognise the high risk; 1. Utilise organisational strength;
2. Think differently; 2. High commitment and expectation to
3. Redefine normal and reality ; succeed;
4. Know, understand and service young 3. Recognise ability to transform and
people . change;
4. Teachers care deeply about all
learners.
Culture Systems efficiency
1. Bring it on! attitude; 1. Being ready (proactive);
2. Adults who model what they value; 2. Always focus on the key
3. Teachers don t sweat the small deliverables ;
stuff ; 3. Data driven decision-making;
4. Teachers know what it takes to be 4. Clear and implementable rules.
successful .
2. Lubombo Circuit (Buy-in)
• Circuit in Mpumalanga, bordering with
Mozambique;
• 34 Schools (both primary and secondary) attended
the 2 days session;
• Circuit manager was present for the entire two
days;
• After introductory questions were posed to schools
(2.5 hours session), schools had to self-identify
at what level they are of school functionality;
• 1 high; 17 under-performing; 16 dysfunctional.
19
20. Gauteng Schools with challenges
Project Manager Schools Division
No Grade 12 Results 2009
2008 Variance Up Down Same
1 35 49 14 1
2
3
4
5
1.4 GDE PPS Project
50
24
27
47
53
26
34
46
3
2
7
-1
1
1
1
1
6 46 73 27 1
7 26 46 20 1
8 29 38 9 1
9 38 39 1 1
10 48 38 -10 1
11 29 46 17 1
12 28 28 1
13 29 76 47 1
14 39 22 -17 1
15 48 66 18 1
16 29 52 23 1
17 33 68 35 1
18 30 65 35 1
19 12 30 18 1
20 27 39 12 1
21 30 16 -14 1
22 42 38 -4 1
23 51 46 -5 1
24 40 96 56 1
25 42 46 4 1
26 45 63 18 1
27 48 85 37 1
28 55 54 -1 1
29 55 51 -4 1
30 66 66 0 1
31 56 48 -8 1
Ave. 12.5 21 9 1
65.6% 28.1% 3.1% 39
Ave. 20.5 -7.1
GE UPS 14 Matric Results
1.5.2 GE UPS Matric Results
100
90 88.2 88.2
86.2
80 2008-2010 74.4 74.5
82.8
70 67.7
67.58 65.99 66.08 65.99 67.5
65.7
64.75
60 60.5
60.23
57.86
56.25 56.67
52.5 52.6 54.07
52.9 52.48 52.94 52.48 52.8
50 49.3 49.6 49.11 49.55 48.57 49.54 49.53
47.62
46.27
45.61 45.4
43.42
40
37.5 36.82
34.18 35.51
30 28.51
20
10
0 0
bi
ng
ko
fa
a
e
no
g
za
ry
e
do
a
le
e
tw
w
ihl
lok
rag
lon
the
tha
I
da
ata
e
fa-
llo
ho
fun
its
wa
Sib
es
Mo
u
on
e
he
Mo
me
Le
uk
fad
My
Av
Ph
em
elw
Et
c
Zik
di
z
er
Ma
Se
go
n
Ve
BB
leb
an
on
s
ba
ho
As
ey
Th
h
ib
La
Bu
s
v
Es
Re
Da
2008 2009 2010
20
21. 1.5.3 SMS from GE school
------ SMS ------
From: +27826257426
Received: Jan 13, 2011 11:15
Subject: Dr Muavia Gallie ,
Dr Muavia Gallie, the name of our school is Asser
Maloka in Duduza(Nigel). When we joined your
programme were sitting @ 35%(2008), 49%(2009),
and for 2010 we are @ 86.23%. My principal and I
wish to express our heartfelt gratitude to you and
your whole team. From Deputy Principal:FET.Vuyo
Ncokazi.
GDE PPS Matric Results 2008-2010 (2010 ascending)
100 1.6.2 GDE PPS Matric Results 96 94.9
2008 - 2010 (2010 ascending) 90.992.2
90 88.2
83.884.3 85
83.3
80 77.878.4
76
73 73.473.7
70 67.6 68
66.7 66 66
64.5 65 64.9
63 62.862.9
61.2
60 57.757.857.9
56.7
% Pass
56 55 55
53 52.253.1 54
52 51 51
50 48 49 50
49.5
48 48 48 49
49.8
47
46 46 46 46 46 46
45
41.7 42 42
40 39.2
38 39 39 38
40
38 39
38 39.2
34 35
33
30 30 30.2
29.2 28 29 29 30 30 29 29
27 26 27 26
24
22
20
16
12
10
0
Fontanus Comp
Vosloorus Comp
KwaBhekilanga
Thutopele High
Boikgethelo
Moqhaka
Lobone
Ramosukula
Ramolelle
Minerva
Average
Itirele-Zenzele Comp
Sebokeng Tech
Mamellong Comp
Meadowlands
Westbury Sec
Ikusasa Comp
Memezelo Sec
Bona Comp
Mpilisweni Sec
Illinge Sec
Modiri Tech
Ibhongo
Jet Nteo
Kgokare
Kwadukathole Comp
Nghunghunyane
Mphumelomuhle Sec
Ed Mashabane Sec
Thoko-Thaba Sec
Katlehong Sec
Senthibele Sec
2008 2009 2010
21
22. 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
100
90
80
70
60
2008
50 2009
2010
40 2011
30
20
10
0
School School School School School School School School School School School School School School
1 2 3 4 5 6 7 8 9 10 11 12 13 14
22