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Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. muavia@mweb.co.za

Turn-Around Consortium (TAC)

WCED West Coast Education District�Principal Symposium – 10 September 2011 �

�-  Quality Education and Quality Jobs/Salaries - �

Is education all about the Children, or about the Adults?�

Content 1.  Awareness: We don’t know what we don’t

know – State of Education in SA (4-21); 2.  Who is benefit from the Education budget?

(22-30); 3.  Should Quality Education be our focus?

(31-32); 4.  Conclusion (33-35).

www.slideshare.net Search “WCED WC Principal Symposium”

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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!

Awareness Test

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TIMSS Participation Countries 2007

TIMSS Participation 1995 - 2007

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TIMSS 2003 - Applying Maths

SACMEQ Countries

Botswana

Kenya Lesotho Malawi

Mauritius Mozambique

Namibia Seychelles

South Africa Swaziland Tanzania

Uganda Zambia

Zanzibar Zimbabwe

Source: SACMEQ Data, 2007

Pupil reading sco r e s

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SACMEQ Results 6 2 12 15 4 7 13 1 9 5 3 10 14 11 8

6 5 13 15 3 12 9 2 10 4 1 11 14 7 8

7 2 11 13 1 4 14 3 9 6 5 8 12 10 15

6 2 12 14 1 11 13 4 8 5 3 9 15 10 7

MLA (Unesco/Unicef Education for All Campaign

Grade 4 1 2 3 4 5 6 7 8 9 10 11 12

1 3 2 9 4 5 6 12 7 11 10 8

2 6 5 8 4 3 7 1 11 12 9 10

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1999-2010 + Ave Comparing Grades 1-12 from 1999 to 2010

450,000500,000550,000600,000650,000700,000750,000800,000850,000900,000950,0001,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Gra

de 1

0

Gra

de 1

1

Gra

de 1

2

199920002001200220032004200520062007200820092010Ave.

Musical Chairs Game

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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

8

15

20

25

30

35

40

45

Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics

Aver

age

Perc

enta

ge

Average % scores after re-marking

Eastern Cape

Free State

Gauteng

KwaZulu Natal

Limpopo

Mpumalanga

Norther Cape

North West

Western Cape

South Africa

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Matrics 2010 started Gr1 in 1999 Drop in Learners Gr 1 (1999) - Gr12 (2010)

1,318,932

579,384550,000600,000650,000700,000750,000800,000850,000900,000950,000

1,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000

Grade 1 Grade 12

Only 44% retained!

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!

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Access vs Success

Whether you Pass! How you Pass!

Short-Listing

Employment Quantity

Quality

% Different Types of schools in SA

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20%

Anti-Functional

Dysfunctional Under-Performing

High-Performing

Qua

ntity

of P

ass

Quality of Pass (Grades)

20% 50%

20% 10%

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Japp

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?

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LES: 2001 - 2005

LES: 2006 - 2009

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11400000

11600000

11800000

12000000

12200000

12400000

12600000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Learners 2001 - 2010

320000

340000

360000

380000

400000

420000

440000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Educators 2001 - 2010

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24500

25000

25500

26000

26500

27000

27500

28000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Schools 2001 - 2010

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.

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Four Layers of Expertise C

ondi

tions

of

Serv

ice

Man

agin

g Te

achi

ng a

nd

Lear

ning

Supp

ort a

nd

Dev

elop

men

t

Syst

ems

Thin

king

Teac

her

Uni

ons

Scho

ol

Lead

ers

Circ

uit a

nd

Dis

tric

t

Prov

inci

al,

Nat

iona

l, M

inis

teria

l CDE – 7 September 2011

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31

Quality Education Conference - 2002

Three Steps to Quality Education

Dys-functional Schools

Step 1

Under-performing

Schools

Step 2

High Functioning

Schools

Step 3

Excellent Schools

Basic Right To Education

Basic Education Quality Education

Legal and Human Rights Obligations

Professional, Social, and Ethical Obligations

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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);

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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!

Thank You!!