TeachSA Panel discussion
0 likes206 views
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.
TeachSA Panel discussion
- 1. Teach South Africa Teach Ambassadors’ Honorary Function 1 October 2011 How can TeachSA be empowered to add value to the South Africa Education System? - Schools, DBE, Community - Presenter: Dr Muavia Gallie (PhD) muavia@mweb.co.za ! Content 1. Awareness: We don’t know what we don’t know (3-12); 2. SA Education System – Performance (13-20); 3. Use of Budget (21-26); 4. Quality Education & Untruths (27-30); 5. Conclusion (31). www.slideshare.net Search TeachSA Function 2011 1
- 2. Awareness Test Do we Know what we Don’t Know TIMSS Participation Countries 2007 2
- 3. TIMSS Participation 1995 - 2007 TIMSS 2003 - Applying Maths 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 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 4
- 5. MLA (Unesco/Unicef Education for All Campaign 1 Grade 4 1 2 2 3 6 3 2 5 4 9 8 5 4 4 6 5 3 7 6 7 8 12 1 9 7 11 10 11 12 11 10 9 12 8 10 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 5
- 6. Musical Chairs Game 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 Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12 6
- 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 Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics 7
- 8. Matrics 2010 started Gr1 in 1999 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 1,000,000 950,000 900,000 850,000 800,000 750,000 700,000 650,000 Only 44% retained! 600,000 579,384 550,000 Grade 1 Grade 12 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! Access vs Success Short-Listing Employment Quantity Quality Whether you Pass! How you Pass! 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- Functional Performing Performing Japp 10
- 11. 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? Learners 2001 - 2010 12600000 12400000 12200000 12000000 11800000 11600000 11400000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 11
- 12. Schools 2001 - 2010 28000 27500 27000 26500 26000 25500 25000 24500 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 Educators 2001 - 2010 440000 420000 400000 380000 360000 340000 320000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 12
- 13. At Circuit, Districts, Provincial and National • Added Circuits and Districts; • More Centres, Units, Committees, Task Teams, etc.; • More consultants actually doing the work that was initially defined as part of people’s job descriptions; • More Directors, Chief Directors, DDGs, and DGs, with plenty of PAs. Four Layers of Expertise Conditions of Teaching and Development Circuit and Support and Managing Learning National, Thinking Provincial, Systems Service Ministerial Leaders Teacher District Unions School 13
- 14. Quality Education Conference - 2002 27 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 14
- 15. Some Untruths in Education 1. Democratic decision making in the education system creates a conducive tone and culture; 2. Parent involvement is crucial; 3. Resources (computers and libraries) will make all the difference; 4. The department is not supporting teachers and therefore they are demotivated; 5. Lack of learning is caused by the ill-discipline of learners; 6. Our classrooms are overcrowded – small classes will make the difference; 7. It is difficult to achieve learner success in poverty stricken communities; 8. Learners are not at the level they should be when they get to our school/class; 9. Teacher development will solve most of our performance problems; 10. It is the unions! 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); 15
- 16. 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 better more than those whom you need to manage, guide, etc., they will never TRUST what you say. Thank You!! 16