The document summarizes a presentation given by Dr. Muavia Gallie on challenges facing education in South Africa. It discusses poor performance on international tests, high dropout rates between grades 1 and 12, and disparities between provinces. While billions are spent on education each year, only a small percentage of students achieve what the system promises. The presentation suggests the system benefits some more than students and examines untruths used to explain challenges. It advocates for a step-by-step approach to improve from dysfunctional to excellent schools.

1. Tshwane University of Technology
Faculty of Humanities
Department of Education Studies
Education Management 4
- Session 1 -
The state of education in South
Africa and the challenges facing
young teachers.
Presenter:
Dr Muavia Gallie (PhD)
6-7 February 2012
1
muavia@mweb.co.za
Content
1. Awareness: We don’t know what we don’t know
(3-8);
2. SA Education System – Performance (9-19);
3. Use of Budget (22-25);
4. Quality Education & Untruths (26-30);
5. Supportive Ideas (31-39);
6. Conclusion (40-41).
www.slideshare.net
Search TUT EDU420 Session 1 2
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
Zebra in water with Lion
14
7

8. 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 15
534,498
Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Prim Sec
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 Gr1-7 Gr8-12 Total
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% 7,928,844 4,111,177 12,040,021
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% 7,527,895 4,072,470 11,600,365
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% 7,413,416 4,029,274 11,442,690
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% 7,465,728 4,108,709 11,574,437
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% 7,470,476 4,186,882 11,657,358
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% 7,444,142 4,317,903 11,762,045
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% 7,314,449 4,430,708 11,745,157
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% 7,256,518 4,544,205 11,800,723
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% 7,312,258 4,549,341 11,861,599
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% 7,231,660 4,403,754 11,635,414
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% 7,128,500 4,418,904 11,547,404
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% 7,024,368 4,471,468 11,495,836
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% 6,957,432 4,489,439 11,446,871
2012
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. 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
17
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!
18
9

10. Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
19
% 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-
20
Functional Performing Performing
10

11. Japp
21
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?
22
11

12. Learners 2001 - 2010
12600000
12400000
12200000
12000000
11800000
11600000
11400000
2001 2002 2003 2004 2005 2006 2007 2008 2009 23
2010
Schools 2001 - 2010
28000
27500
27000
26500
26000
25500
25000
24500
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
24
12

13. 320000
340000
360000
380000
400000
420000
440000
Teachers and Offering Teaching
HoDs and Learning
2001
2002
Teacher Conditions of
2003
Unions Service
2004
School Managing
2005
Leaders Teaching and
Learning
2006
2007
Educators 2001 - 2010
Circuit and Support and
2008
District Development
Five Layers of Expertise
2009
Provincial, Systems Thinking
26
25
National,
2010
Ministerial
420,608
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 28
14

15. Wheelchair
29
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;
30
10. It is the unions!
15

16. 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
31
60 yeas and above 19,352 5 6,025 2
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 32
16

17. 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!
33
School Calendar 2012
34
17

18. 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.
35
Labour vs Professional
36
18

19. 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).
37
Professional Imbalance
Professional Growth
Ethics & Morals
& Development
Professional
38
19

20. Domains of Challenges
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
39
1. 2. 4. 5.
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); 40
20

21. 41
Thank
You!! 42
21