sadtu gauteng education conference - im&g
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Presenter: Dr Muavia Gallie (PhD)
Education Moving Up Cc. muavia@mweb.co.za
http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com
South African Democratic Teachers’ Union�Management and Governance �
14 June 2012��
- The role of Institutional Management and Governance during an era of ‘Education Crisis’ - �
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
www.slideshare.net Search “SADTU Institutional Management and Governance”
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!
TIMSS Participation Countries 2007
3
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
4
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
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.
5
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
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
6
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%
8
2011 Matric Results
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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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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Four Layers of Expertise Fa
cilit
atin
g Le
arni
ng
Con
ditio
ns o
f S
ervi
ce
Man
agin
g Te
achi
ng a
nd
Lear
ning
Sup
port
and
Dev
elop
men
t
Sys
tem
s Th
inki
ng
Teac
hers
Teac
her
Uni
ons
Sch
ool
Lead
ers
Circ
uit a
nd
Dis
trict
Pro
vinc
ial,
Nat
iona
l, M
inis
teria
l CDE – 7 September 2011
11
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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80/20 Principle 20%
80%
80%
20% INPUT OUTPUT
Proposition 3
The biggest Untruth about Education in South Africa!
13
We have started to believe that the
Creator will apportion IQ based on your Economic/
Social Status!
52.48
43.42
49.11 52.94 54.07
49.55
60.23
52.48 49.53
46.27
35.51 34.18
56.25
45.4
65.99
45.61
37.5
64.75
48.57
36.82
56.67 57.86
65.99 66.08
47.62 49.54
28.51
67.58
52.8
74.4
49.6 52.5
65.7
74.5
52.9
67.7
60.5
88.2 88.2
82.8 86.2
52.6 49.3
67.5
39.6 39.8 44.2
54.5 57.4
63.7 64.7 67.9
77.7 80 80.4 81 82.9
94.3
66.3
0
10
20
30
40
50
60
70
80
90
100
GE UPS 14 Matric Results
2008 2009 2010 2011
14
35
24
51
30 27
50
26
33
29
55
47
29
39
12
42
55
27
40
46
56
38
45 48
30
42
48
66
48
29 29
39.2
49
26
46
16
34
53.4
46
68
52 51
46
38
22
30
46
54
39
96
28
73
48
39
63
38
65
38
66 66
85
76
46
49.8
62.8
29.2 30.2
49.5 52.2
90.9
56.7
67.6
53.1
73.4
57.9
78.4
73.7
83.8
57.7
66.7
49
64.5
57.8
83.3
41.7 39.2
77.8
62.9
88.2
61.2
94.9 92.2
84.3
64.9
35.1
41.7 43.2 44.9
53.3 56 56.6 58
59.7 61.8 62.4 62.9
66.7 66.7 68.1 68.6 70 70.6 71.2 73.5 74.2 74.5 75 75.2
79.8 80 83.8
88.8 92.2
98
67.1
0
10
20
30
40
50
60
70
80
90
100 Bo
ikgeth
elo
Ed M
asha
bane
Sec
Nghu
nghu
nyan
e
Mphu
melom
uhle
Sec
Fonta
nus C
omp
Bona
Com
p
Illing
e Sec
Meme
zelo
Sec
Mead
owlan
ds
Thuto
pele
High
Ibhon
go
Itirele
-Zen
zele
Comp
Lobo
ne
Modir
i Tec
h
Ramo
suku
la
Thok
o-Th
aba S
ec
Moqh
aka
Ramo
lelle
KwaB
hekil
anga
Ikusa
sa C
omp
Wes
tbury
Sec
Jet N
teo
Sebo
keng
Tech
Katle
hong
Sec
Mine
rva
Mpilis
weni
Sec
Mame
llong
Com
p
Voslo
orus
Com
p
Senth
ibele
Sec
Kwad
ukath
ole C
omp
Kgok
are
Aver
age
% P
ass
GDE PPS Matric Results 2008-2011 (2011 ascending)
2008 2009 2010 2011
0
10
20
30
40
50
60
70
80
90
100
2008
2009
2010
2011
15
Domains of Change
29
Pla
nnin
g (S
choo
l Rea
dine
ss)
Curriculum Management Framework
(Education, Curriculum, Instruction, Teaching,
Learning, Assessment, Expectations)
Educator BEAR (Beliefs, Expectations,
Attitudes & Relationships)
Sustainability S
trategy (Learners, P
arents, Educators,
SM
T, Principal, S
GB
, C
omm
unity, Business, D
istrict, P
rovince) Ow
ners
hip
(Tak
ing
Res
pons
ibili
ty)
1. 2.
3.
4. 5.
Ownership
1. Individual Ownership 2. Co-Ownership 3. Co-Creation
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Proposition 4
Compliance is 25% level of Performance!
ACCOUNTABILITY SCALE 25%: 50%: 25%
Compliance towards Seniors 50%
25%
Job Description -
Salary 25%
50% Support and Development
- Juniors
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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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Curriculum Management Framework
Education Philosophy
Curriculum Implementation Instructional
Teaching and Learning Learning and Assessment
Expectation and Achievement
Learning Space
National and Provincial
District and Circuit School Faculty
Classroom
AP
lan
T-In
fo
T-In
fo
Lear
ners
L-In
fo
L-In
fo
L-In
fo
T-In
fo
T-A
tt TT
TLS
M
TL S
ch
Teac
hers
HoD
s
Prin
cipa
l & S
MT
IMD
& C
MD
Bur
eauc
ratic
s &
Pol
icy
Mak
er
Organ
36
Curriculum Development Cycle
Curriculum Plan
Instructional Plan
Assessment Plan
Do District School Teacher M&E Provincial District HoD
Teaching Plan
Education Plan
Expectation Plan
Achievement Plan
Learning Plan
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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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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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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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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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Thank You!!
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