1. 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?
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
Turn-Around Consortium (TAC)
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).
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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!
Awareness Test
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3. TIMSS Participation Countries
2007
TIMSS Participation 1995 -
2007
3

4. TIMSS 2003 - Applying
Maths
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
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5. 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
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
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6. 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
Musical Chairs Game
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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
Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12
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8. 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
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9. 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
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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10. Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
% 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
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11. 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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12. LES: 2001 - 2005
LES: 2006 - 2009
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13. Learners 2001 - 2010
12600000
12400000
12200000
12000000
11800000
11600000
11400000
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
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14. Schools 2001 - 2010
28000
27500
27000
26500
26000
25500
25000
24500
2001 2002 2003 2004 2005 2006 2007 2008 2009 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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15. Teacher Conditions of
Unions Service
School Managing
Leaders Teaching and
Learning
Circuit and Support and
District Development
Four Layers of Expertise
Provincial, Systems
CDE – 7 September 2011
National, Thinking
Ministerial
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16. Quality Education Conference - 2002
31
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
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17. 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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18. 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!!
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