Sasol CSI 2012
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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
Sasol CSI 2012
- 1. Sasol! The state of education in South Africa and the challenges facing our country. Presenter: Dr Muavia Gallie (PhD) 24 April 2012 muavia@mweb.co.za 1 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 7. 6 Systems Comments 8. Final Comments www.slideshare.net Search Sasol CSI 2012 1
- 2. Awareness Test Do we Know what we Don’t Know 3 TIMSS Participation Countries 2007 4 2
- 3. TIMSS Participation 1995 - 2007 5 TIMSS 2003 - Applying Maths 6 3
- 4. 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 7 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 8 4
- 5. 9 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 10 Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics 5
- 6. 11 Musical Chairs Game 12 6
- 7. Musical Chairs Game 24 1 23 2 22 3 21 4 20 5 19 6 18 7 17 8 16 9 15 10 14 11 13 12 12 13 11 10 9 8 7 6 5 4 3 2 1 13 Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12 Matrics 2010 started Gr1 in 1999 Matrics 2011 started Gr1 in 2000 Drop in Learners Gr 1 (1999) - Gr12 (2010) 1,350,000 1,300,000 1,318,932 1,250,000 1,200,000 1,150,000 1,100,000 1,050,000 1,055,397 1,000,000 950,000 900,000 850,000 800,000 750,000 700,000 650,000 Only 44% retained! 600,000 579,384 550,000 Grade 1 51% Grade 12 14 534,498 7
- 8. 1999-2010 + Ave Comparing Grades 1-12 from 1999 to 2010 1,350,000 1,300,000 1,250,000 1,200,000 1999 1,150,000 2000 1,100,000 2001 1,050,000 2002 1,000,000 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 15 Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Year Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years 1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43% 2000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52% 2001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42% 2002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53% 2003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46% 2004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54% 2005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54% 2006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52% 2007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54% 2008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50% 2009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49% 2010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44% 2011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51% 2012 Same Yr Trace 16 Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909 8
- 9. 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! 17 Access vs Success Short-Listing Employment Quantity Quality Whether you Pass! How you Pass! 18 9
- 10. % 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- 19 Functional Performing Performing 2011 Matric Results 10
- 11. Japp 21 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? 11
- 12. 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 12
- 13. 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 13
- 14. Proposition 2 Education is a ‘People’ intensive activity Thomas Jefferson There is nothing more unequal, than the equal treatment of unequal people. 14
- 15. 80/20 Principle 20% 80% 80% 20% INPUT OUTPUT Proposition 3 The biggest Untruth about Education in South Africa! 15
- 16. 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 16
- 17. GDE PPS Matric Results 2008-2011 (2011 ascending) 100 98 96 94.9 92.2 92.2 90.9 90 88.2 88.8 85 84.3 83.8 83.3 83.8 80 78.4 79.880 77.8 76 74.274.575 75.2 73.4 73.7 73 73.5 71.2 70 70 70.6 68 67.6 68.168.6 66.766.7 66.7 66 66 67.1 64.5 65 64.9 62.8 61.862.462.9 63 62.9 61.2 60 59.7 58 57.9 57.7 57.8 56 56.6 56.7 % Pass 56 55 55 53.3 53.4 53.1 54 52.2 52 51 51 50 49 50 49.5 49 49.8 48 48 48 48 47 46 46 46 46 46 46 44.9 45 43.2 42 42 41.7 41.7 40 39 39 40 39 39.2 39.2 38 38 38 38 35 35.1 34 33 30 30 30.2 29.2 29 29 30 30 29 29 28 27 27 26 26 24 22 20 16 12 10 0 Boikgethelo Ed Mashabane Sec Mphumelomuhle Sec Fontanus Comp Bona Comp Illinge Sec Memezelo Sec Meadowlands Thutopele High Ibhongo Itirele-Zenzele Comp Lobone Modiri Tech Thoko-Thaba Sec Moqhaka Ikusasa Comp Westbury Sec Jet Nteo Minerva Mpilisweni Sec Mamellong Comp Vosloorus Comp Senthibele Sec Kwadukathole Comp Nghunghunyane Ramosukula Ramolelle KwaBhekilanga Sebokeng Tech Katlehong Sec Kgokare Average 2008 2009 2010 2011 100 90 80 70 60 2008 50 2009 2010 40 2011 30 20 10 0 17
- 18. Domains of Change 3. Curriculum (Learners, Parents, Educators, Community, Business, District, (School Readiness) Management (Taking Responsibility) Framework Sustainability Strategy SMT, Principal, SGB, (Education, Curriculum, Ownership Planning Instruction, Teaching, Province) Learning, Assessment, Expectations) Educator BEAR (Beliefs, Expectations, Attitudes & Relationships) 35 1. 2. 4. 5. Ownership 1. Individual Ownership 2. Co-Ownership 3. Co-Creation 18
- 19. 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 19
- 20. 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 20
- 21. 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 42 21
- 22. 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. 22
- 23. 6 Systems Comments 45 Quality Education Conference - 2002 46 23
- 24. 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 47 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 48 60 yeas and above 19,352 5 6,025 2 24
- 25. 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 49 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! 50 25
- 26. School Calendar 2012 51 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. 52 26
- 27. Labour vs Professional 53 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). 54 27
- 28. Current Conversations … • We are making progress …; We are getting better …; We are getting things under control …; It is the union! (Education Officials); • My principal is on his way from a meeting … (always between district and school) (Principals of Schools); • Always blaming the department, the principal, parents, children, resources, etc. (Teachers); 55 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! 28
- 29. 57 Thank You!! 58 29