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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”

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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 and the future of our country!

TIMSS Participation Countries 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

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.

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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

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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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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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

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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!

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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

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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

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Domains of Change

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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

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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!!