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PRESENTATION TO THE PC:PUBLIC SERVICE AND ADMINISTRATION

PRESENTATION TO THE PC:PUBLIC SERVICE AND ADMINISTRATION. Transformation of the “Inspectorate” in Education and impact of SA-India Cooperation on on going transformation Firoz Y Patel Acting Director General Department of Education 29 March 2006. WHERE WE COME FROM (1).

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PRESENTATION TO THE PC:PUBLIC SERVICE AND ADMINISTRATION

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  1. PRESENTATION TO THE PC:PUBLIC SERVICE AND ADMINISTRATION Transformation of the “Inspectorate” in Education and impact of SA-India Cooperation on on going transformation Firoz Y Patel Acting Director General Department of Education 29 March 2006

  2. WHERE WE COME FROM (1) • Up to about the late 70s SA education had an inspectorate that based on “fault finding” and maintaining the apartheid system. • “Inspections” were judgmental and based on once of visits. • They were punitive rather than judgemental. • Inputs and attitude towards the state were focus. • “Inspectors” attached to black schools did not represent the population in SA nor were they the best in the system.

  3. WHERE WE COME FROM (2) • 1976 its importance and consequences • The defiance campaign of the 80s • Peoples education late 80s • Labour and teacher rights movements • Alternative systems and programmes • New democratic system and transformation

  4. TRANSFORMING THE SYSTEM (1) • New framework adopted for quality education • South African School Act (SASA) • School Governing Bodies (SGB) • Educators Employment Act • Educators Labour Relations Council • South African Council for Educators

  5. TRANSFORMING THE SYSTEM (2) • New structures, systems, processes, management, curriculum, funding • New education sub-regional systems (Provinces) • New organograms, new job descriptions • Merging and integration of previous systems • Voluntary severance, redeployment, rationalisation • ALL WITHOUT ADDITIONAL FUNDING FOR I.R.O PROVINCIAL EDUCATION

  6. QUALITY SYSTEMS AND PROCESSES (1) • Systemic evaluation • Development appraisal system - DAS • Performance management system - PMS • Whole school evaluation -WSE (2001) • Integrated quality management system -IQMS

  7. QUALITY SYSTEMS AND PROCESSES - WSE (2) • Indicates ways in which very good schools should be recognised and under-performing schools supported. • The main purpose of the policy is to facilitate improvement of school performance through approaches characterized by partnership, collaboration, mentoring and guidance. • Unlike the inspectorate process, is meant to be supportive and developmental rather than punitive and judgment.

  8. QUALITY SYSTEMS AND PROCESSES - WSE (3) • The focus of WSE is on three components: • Internal evaluation or school-based self-evaluation on the nine critical areas for evaluation as stipulated in the Policy. • The school-based self-evaluation must precede the external evaluation. • External evaluation that is conducted by the provincial-based supervisory units to validate school-based self-evaluations. • Mentoring and support provided by the district-based support teams. • One of the key responsibilities of the district-based support teams is to guide schools in the implementation of the recommendations of the whole-school evaluation reports.

  9. QUALITY SYSTEMS AND PROCESSES - WSE (4) • Challenges in implementing WSE Policy: • Districts do not have the capacity to review school improvement plans and to provide the necessary support to schools. • District, provincial and national improvement plans are not necessarily informed by school improvement plans. Provincial-based supervisors do not have the capacity to externally evaluate all schools in a cycle of five years (for primary schools) and three years (for secondary schools). Given that supervisors are government employees, the credibility of their data is questionable. Therefore, the Department of Education is currently reviewing different options for external evaluation of schools.

  10. QUALITY SYSTEMS AND PROCESSES - WSE (5) • The shift in terminology and process from “inspection” to “whole-school evaluation” is important. Whole-school evaluation encapsulates school self-evaluation as well as external evaluation. It also provides for school to receive advice and support in their continual efforts to improve their effectiveness.

  11. QUALITY SYSTEMS AND PROCESSES – IQMS (1) • In 2002 there was a review of these multiplicity of processes and the three process of WSE, PMS and DAS were integrated into the IQMS. • The IQMS was implemented for the first time in 2005. • For the first time in about 25 years ALL teachers were subjected to some measurement and evaluation • Very good performance was rewarded with a notch increment

  12. QUALITY SYSTEMS AND PROCESSES – IQMS (2) • System not perfect • Lack of effective moderating or involvement by system • Cumbersome and large (350 000 educators) • Lack of operational systems, capacity – human and otherwise. • System to be reviewed. • Need to link other process – Districts, skills improvement, system improvement to changes

  13. QUALITY SYSTEMS AND PROCESSES – DISTRICTS (1) • Towards improving capacity and legal standing of districts • An initial study conducted in 2003 using interviews across provinces to establish a baseline on the current status of the districts. This process resulted in the production of the Districts at a Glance. This report defines all districts in the South African Education system and provides a snapshot of the status of provincial education sub-units. It presents a broad idea of how provincial Departments of Education have organised their sub-units for education service delivery.

  14. QUALITY SYSTEMS AND PROCESSES – DISTRICTS (2) • Six districts identified by the provinces were visited and data was collected and a report entitled Towards a Model District was produced. The report presents the pockets of excellence or key indicators of effective district performance and good practice identified across the six provinces and districts without singling out a particular district.    

  15. QUALITY SYSTEMS AND PROCESSES – DISTRICTS (1) • The Department of Education also initiated a snap survey of provincial sub-structures in 2004, which would provide baseline data on education districts. This process was prompted by the fact that there was no aggregated information on the staffing, resource and capacity levels of provincial education sub-structures for the Department to use for informed developmental intervention in districts. A District Education Management Information System (DEMIS) tool, developed in consultation with the EMIS directorate, was field-tested in 2004/5, reviewed and refined and implemented in 2005/6.

  16. CHALLENGES AND INDIA COOPERATION (2) • The partnership with India is to assist the DoE make districts live up to their envisaged roles and responsibilities, and will helpfully assist in the process to: • a.    Develop Norms and Standards for District Post Provisioning and Resourcing; and • b.    Identify the critical skills and knowledge required for district management and administration.

  17. CHALLENGES AND INDIA COOPERATION (3) • One of the organisations visited was Ed.CIL. Ed.CIL is a Public Sector Enterprise established by the Government of India in 1981, under the Ministry of Education and Culture to offer consultancy and technical services in different areas of education and human resource development. • Ed.CIL works with clients to set and attain high standards in education. The organisation has worked on several national and international projects and is the Indian government’s nodal organisation for promoting Indian education abroad. Ed.CIL places students in various institutions and seconds Indian experts and faculty to over 15 countries. Ed.CIL has worked extensively in Africa.

  18. CHALLENGES AND INDIA COOPERATION (4) • The South African delegation enquired whether Ed.CIL could provide: • ·Expert evaluation of the requirements (personnel and other) for district offices; • ·Details of the India government’s strategy for rural education; • ·Analysis and benchmarking of the Mathematics, Mathematical Literacy and Science curricula for Grades 10 –12; and • ·Diagnostic testing of teachers of Mathematics and Science content knowledge in relation to the curriculum. • Two visits took place to Ed.CIL. The Minister of Public Service and Administration led the first delegation. Ed.CIL presented its programmes and areas of expertise. The South African delegation was given an opportunity to ask questions and explore areas of common interest.

  19. CHALLENGES AND INDIA COOPERATION (5) • Study a range of districts and advise on the optimal administrative size of a district and the skills and knowledge required for district management and administration; • Share their rural strategy with SA; • Examine the Mathematics, Mathematical literacy and Science curricula for Grades 10 –12 in order to benchmark its standards and to develop a test for high school mathematics and science teachers in order to place them on the correct training programmes.

  20. CHALLENGES AND INDIA COOPERATION (6) • Ed Cil in India has been requested to send a team of 10 experts to spend a total of 5 days in SA based in five districts representing a cross section of our districts and representing both rural and urban as well as high and low performing schools. Their report and recommendations can helpfully take us to the next level of ensuring fully functioning and well resourced districts.

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