A Picture Tells a Thousand Stories: Mapping inequality in education in KZN

1. A Picture Tells a Thousand Stories: Mapping inequality in education in KZN Volker Wedekind UKZN People’s Summit for Equal Education, 2011

2. Background • KZN Treasury funded research on improving quality in education • Two year research process drawing on: • System data • International and national data • Linkages to other research projects • Classroom based studies (Grade 6 mathematics) • Questionnaires (teachers and principals) • Interviews (officials) • Consultation

3. Products • Literature Review • Map • State of the Province Report • Policy Recommendations • Newspaper articles • Public presentations

4. The economic context • Labour absorption rate in June 2010 for KZN is 36.7% • Broad unemployment rate is currently at 35.9% • Gap between rich and poor increases • Per capita monthly income for poorest 10% is R1 041, richest 10% R97 899 • GINI 0.66 (KZN worst in SA with 0.77) • KZN and EC have the largest number of people in LSM 1 (the lowest Living Standards Measure)

5. Education by Numbers • 9 Districts • 2 773 336 Learners (23% of national) • 85 901 Teachers (22% of national) • 5 907 Schools (24% of national) • Learner: Educator ratio 32:1

6. Learners • 2009 Pass rate 61.1%, 2010 improved to 70.7% • Illiteracy 23.5% (national) • Learner years of effort to Grade 12 = 19 • Learner years of effort to graduation = 32

7. Teachers • HIV prevalence amongst teachers = 21.8% (9.3-32.5%)(national 12%) • 71% female - Males dominate management • 61% qualified REQV14 • 12 000 unqualified, Rural urban divide • Minimum number of new teachers required per annum in KZN = +-5 000 • Total national production of teachers = +-5000

8. Enrolment

9. Age Appropriateness

11. Seeing the picture • A map of the province provides a graphic and immediate overview • District level analysis, data on schools, teachers, learners, international comparisons and the budget allocations provide a useful resource base

15. Comparing districts: Umlazi

16. Comparing districts: Umzinyathi

17. Comparing districts: Vryheid

18. Budget • Budget has declined as a percentage of provincial budget but remains generous by developing country standards • The bulk of expenditure (78%)is on personnel • Infrastructure backlog R30 billion + • Classrooms R15 billion

21. Summary of Key Findings • Highly differentiated system • Size and shape • Socio-economic context • Performance • There are many interventions targeting the right issues, but they remain uncoordinated • Human resources are key but supply, utilisation and development planning minimal • Districts are key to school based support

22. Data • Reliability • Enrolment data central to the system • Funding • PPN • Supply planning • Infrastructure • Efficiencies and throughput • SA SAMS, LURITS, Persal • EMIS resources key

23. Seeing the big picture • We need to see how the parts make up the whole • Silos within the department must be broken down • Resources should be directed to specific areas of need • Recognise and deal with the differentiation

24. Recommendations • Better data and analysis needed • District organisation and resourcing • Better planning and linkages into other role players • Resourcing formulae need to be reviewed • Short course for management • Teacher development • Rural schools need a specific plan • Curriculum support • Research

25. A small step • EduAction has started making data available on every school in KZN • Interactive maps show where schools are, what their status is, their performance and their infrastructure • Aerial photos are attached to most • See www.schoolmaps.co.za • We can do the same at a local level