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SOUTH AFRICA'S SCHOOL CRISIS

Explore possible solutions to South Africa's school crisis, including governance, public support, accountability, infrastructure, and teacher support. Discover initiatives and interventions aimed at improving the education system.

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SOUTH AFRICA'S SCHOOL CRISIS

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  1. SOUTH AFRICA'S SCHOOL CRISIS UCT SUMMER SCHOOL , LECTURE 2 POSSIBLE SOLUTIONS TO THE SCHOOLS’ CRISIS Wednesday 9th January 2018

  2. BUT BEFORE – A RECAP AND CATCH UP… Yesterday - Recap

  3. GOVERNANCE PUBLIC SUPPORT AND ACCOUNTABILITY Infrastructure Resources - Textbooks ?

  4. Language Policy

  5. Yesterday – Catch-up School Management Support Teacher support

  6. Each Education District is divided into a number of circuits – each with a circuit manager who supervises and supports school management Generally, each District has a number of Subject Advisers work across the District and who support Teachers – the expertise of the advisers is generally subject and phase specific

  7. GRADE NQF CAPS PHASE INSTITUTION SUBJECTS GET FOUNDATION 1-3 1 2 3 4 5 6 7 8 9 10 11 12 PRIMARY (1) Home Lang (2) FAL (3) Maths (4) ) Life Skills (1) Home Lang (2) FAL (3) Maths (4) ) Natural Sciences and Technology (5) Life Skills (6) Social Sciences (7)SAL INTERMEDIATE 4-6 (1) Home Lang (2) FAL (3) Creative Arts (4) EMS (5) LO (6) Maths (7) Natural Sciences (8) Social Sciences (9) Technology [10] SAL SENIOR 7-9 SECONDARY FET FET 10-12 If there was one Subject Adviser per subject in a district, how many SA would be needed in the GET phase?

  8. ORGANOGRAM OF EXAMPLE DISTRICT - GAUTENG 1. 225 Schools in this ‘typical’ district 2. Each Circuit Manager is responsible for 10-15 schools GDE has significant capacity at district level • 10 to 15 schools per cluster leader • 50 to 80 schools per subject advisor 3. Is this correct? CIRCUIT MANAGEMENT & SUPPORT CURRICULUM MANAGEMENT & DELIVERY OTHER SUB-DIRECTORATES 5 IDSOs (CES [12] ) DISTRICT DIRECTOR [13] Teacher Development & Teacher Centres FET Phase Examinations Administration ECD & foundation phase Senior Phase Special Projects Intermediate phase LTSM 15 CLUSTER LEADER (DCES [10]) 1 CES [12] 1 DCES [10] 1 DCES [10] 1 DCES [10] EDUCATION SUPPORT 1 Asst director [9] 1 DCES [10] 1 DCES [10] 1 DCES [10] 1 DCES [10] TRANSVERSAL HR SERVICES 10 SES [9] FINANCE & ADMINISTRATION 13 SES [9] 1 SES [9] 5 SES [9] 1 SES [9] 6 SES [9] 12 SES [9] INFORMATION SYSTEMS & STRATEGIC PLANNING 4. How many TEACHERS is an adviser responsible for? 22 SES [9] 13 other SES level curriculum experts In total, 47 Subject advisors (all at SES level)

  9. FOUNDATION PHASE SUBJECT ADVISERS RATIOS

  10. GRADE 10-12 SUBJECT ADVISER: SCHOOL RATIOS

  11. GET GR 4-9 SUBJECT ADVISER: SCHOOL RATIOS

  12. Back to today… POSSIBLE SOLUTIONS TO THE SCHOOLS’ CRISIS

  13. SOME CURRENT INITIATIVES DEPARTMENT OF BASIC EDUCATION • Early Grade Reading • Primary School Reading Improvement Project (PSRIP) - Improving Literacy And Reading Outcomes • Reading in African Languages • E-Learning / Operation Phakisa A CLEAR PLAN WITH OUTPUT AND INPUT GOALS

  14. BUT – the challenge….

  15. SOME CURRENT AND HISTORIC INITIATIVES BILATERAL AGENCIES

  16. SOME CURRENT AND HISTORIC INITIATIVES IN SUPPORT OF GOVERNMENT (only some examples!) Foundations CSI Funding Empowerment Funding Trusts

  17. SOME CURRENT AND HISTORIC INITIATIVES IN SUPPORT OF GOVERNMENT (only some examples!) NGO’s with special expertise in a range of areas Some donor dependent, some exploring income generation

  18. New thinking/ critical questions in response to the ‘burning platform’ and a growing sense of urgency • Outside not inside Foundations CSI Funding Empowerment Funding Trusts • Innovations inconsistent with/ not reinforced within the line function • Minimal impact, minimal change/ adoption within system • Sustainability • Replicability within resource constraints of the system NGO’s with special expertise in a range of areas Some donor dependent, some exploring income generation • What indicators to measure progress? • What sharing of lessons learned? • What collaboration? Partnerships to amplify impact? • Geographic spread? • Stakeholder buy-in?

  19. “ The best use of private money is influencing how public money is spent. “ R351 Billion NicSpaull’s slide (1,2%) R4,5 Billion Trialogue estimate of all education CSI in SA 2018 SA Government expenditure on education

  20. Programme 1: District Improvement Programme The DIP aims to improve the quality of teaching, learning and management of schools as well as the effectiveness of the support and monitoring services provided to schools by the districts, with a view to replicating the programme and lessons learned during implementation in other districts and provinces. The DIP is currently being implemented in eight out of the initial 21 target districts identified for intervention and support 2013 Teacher Unions Civil Society

  21. SOME CURRENT AND HISTORIC INITIATIVES DESIGNING AND RESEARCHING INTERVENTIONS

  22. Funda Wande A high-quality multimedia course to teach Foundation Phase teachers (Gr R-3) how to teach reading and maths. 2018-2023

  23. Why PILO was created in 2012, and some elements of our DNA Urgency of education outcome improvement that is significant & sustainable, that can change the life prospects of this generation, and the trajectory of the nation There is urgency for this improvement to impact at scale To be sustained, responsibility for the change must be located where it will be maintained (and be consistent with policy priorities, and embedded in systemic routines) Change depends on accessing the energy of all those who can create/unblock blockages and building a coalition for change A programmatic approach is essential: clear actions, adequately resourced, with clear indicators to monitor success Monitor, Report, Respond The impetus for change is sustained by the belief that it is necessary, is possible, and by ongoing commitment to that change

  24. Whatever we do as officials (and as SMTs) will only improve learning if it has a positive impact on the instructional core – what happens between the teacher, the learner and the content TEACHER A design challenge: How to impact on instructional core ON SCALE with a REPLICABLE DOSAGE INSTRUCTIONAL CORE LEARNER CONTENT

  25. PILO GOALS/ REASON TO EXIST • To “package”, share and support the implementation of the programme – oforganisedsystemic learnings (content and practice) for others to use, and adapt in order to unlock the power of the system to succeed – with increased adoption (and adaptation) within the system of the programme programme • To demonstrate a model (a programme) that can improve Learning Outcomes on scale by improving curriculum coverage by: • Changing the behaviours necessary to the leadership of improved learning outcomes • Through the routine use of tools to support management conversations about curriculum coverage at every level • Between the HoD and teacher • Within the SMT • Between the district and the school • Using evidence • As a basis for professional conversations  • In order to provide differentiated support GAUTENG 2018 -2019 1 000 PRIMARY SCHOOLS FREE STATE 2018 -2019 ALL PRIMARY SCHOOLS KZN 2020 – REMAINING DISTRICTS KZN 2015 – 2017, 2 DISTRICTS, 1 200 SCHOOLS To continue to explore, innovate and find replicable approaches to improving learning on scale for sharing and adoption within the public schooling system KZN 2018 – 2020, 6 DISTRICTS 4 500 SCHOOLS

  26. THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS CIRCUIT MANAGERS SUBJECT ADVISERS TEACHERS PRINCIPALS HODS • Regularly check teachers’ curriculum tracking & learners’ work; • Work with teachers to improve coverage & • Assist teachers with problems in relation to the curriculum coverage Train and support HoD’s to supervise and support teachers in curriculum coverage • Meet HoDs regularly to review the quality of coverage and tracking; • Take action to improve coverage • Supervise the overall management of curriculum in the school Engage with schools to identify and solve key problems around the management of curriculum coverage • Consistently: • plan, • track and • report • on curriculum coverage, • Reflect on teaching and learning • Collaborate to solve problems DISTRICT OFFICIALS Work across silos to ensure data driven problem solving and support to schools • CURRICULUM COVERAGE IMPROVES LEARNING OUTCOMES IMPROVE

  27. HoD and Principals/ Deputies are routinely managing curriculum in the school by scheduling, planning and conducting evidence-based, supportive conversations which find solutions to curriculum coverage challenges Tools and training so that behaviours are routine, reinforced, & enabling of professional reflection & the exercise of professional judgment Teachers are supported in making evidence-based professional judgements about improving curriculum coverage Circuit managers and subject advisers routinely monitor & support effective SMT curriculum management, & collaborate to identify & solve management and pedagogical challenges Curriculum coverage improves Learning outcomes improve (and inequality is reduced)

  28. THANK YOU Sink or Swim available on You Tube Leave your email if you want a link with the Presentations (written so no room for error) Metcalfe.mary11@gmail.com

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