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Searching for Quality Government Outcome 1: Quality Basic Education

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Title: Searching for Quality Government Outcome 1: Quality Basic Education


1
Searching for QualityGovernment Outcome 1
Quality Basic Education
  • Quality Education Indaba
  • 25 February 2011

2
Where we coming from?
3
Mismatch between educational outcomes and
societal expectations
  • Society
  • Economy

Classroom outcomes
Relevance ??
4
Key Macro-level Improvements and Successes in the
Education Sector
  • There has been significant progress on many of
    the key education outputs since 1994. The
    following are key amongst those
  • Access to primary and secondary school improved
    to near universal enrolment and the participation
    of girl learners is amongst the highest in the
    world.
  • The number of pupils that have progressed to
    higher levels of schooling have increased
    significantly since 1994.
  • Access to school education has been enhanced by
    the exemption of poor learners from paying school
    fees and outlawing discrimination against and
    exclusion of learners who could not afford school
    fees.
  • Matriculation pass rates improved
  • Pupil to teacher ratios improved from 441 to
    381

5
Learner by Grade in Public Ordinary Schools
1995
2011
6
Number of learners in public ordinary schools by
grade
7
Spread of LE Ratio (State Paid Educ)
8
Average Class Size
9
Grade 3 and 6 PerformanceGP Study
10
FINDINGSRQ1 What is the current state of
Literacy Numeracy at the Gr3 level in public
schools in GP in relation to the FFL milestones
for the FP?
LITERACY
NUMERACY
Mean 28
Mean 43
11
FINDINGSRQ2 What is the current state of
Language Mathematics at the Gr6 level in public
schools in GP in relation to the FFL milestones
for the IP?
LANGUAGE
MATHEMATICS
Mean 52
Mean 37
12
Number of schools with Grade 3 Literacy lt30
13
Number of schools with Grade 3 Numeracy lt30
14
Number of schools with Grade 6 Language lt 30
15
Number of schools with Grade 6 Maths lt 30
16
Regional Tests
17
SACMEQ II Outcomes
18
SACMEQ II - Gauteng
19
2010 Grade 12 Analysis
19
20
Overall Pass Rate 1994 - 2010
20
21
Percentage Passed by Quintile
21
22
Distribution of Learners (Failed)
22
23
Special Schools
  • 14 schools entered
  • 373 learner registered
  • 368 wrote
  • 341 passed
  • 93 pass rate

23
24
Analysis of the Results in the 276 schools
  • 44 (16) schools had reduced performance in 2010
  • 170 (61) schools improved there performance in
    2010
  • 54 Schools performance range did not change

24
25
Background on key challenges over the next five
years (1)
  • A review of the 2007 Provincial Systemic
    Evaluation studies reveal that learner
    performance in numeracy in Grades 3 and 6 is on
    average 38, meaning that these learners are able
    to answer correctly only 28 of the questions
    that would standardly be expected in the National
    Curriculum.
  • Learner performance in literacy in both grades is
    approximately 40. Thus, the majority of the
    Grade 3 and 6 learners are performing two or
    three grades below their expected levels.

26
Background on key challenges over the next five
years (2)
  • The key contributor to this problem relates to
    the role of the school and educators in the
    classroom. Most schools that are plaqued by poor
    performance are characterised by the following
    factors
  • There is incomplete curriculum coverage in
    classrooms and the teachers do not ensure that
    learners cover all aspects of the curriculum set
    for each grade. There is inadequate assessments
    and promotions are widespread learners are
    allowed to proceed to the next grades despite
    incompetence. Schools teach for 32 instead of the
    40 weeks prescribed by national policy.
  • Thus schools teach for 20 less than the required
    time. The quality of curriculum management,
    planning, implementation, monitoring and
    assessment is generally very low or non-existent.
    Learners in classrooms are required to do very
    little reading and writing.

27
Background on key challenges over the next five
years (3)
  • This confirmed through Whole School Evaluation
    reports. The reports also highlights that where
    schools are failing, schools are not managing the
    delivery of learning as they are using Generic
    Policy guidelines from District Office and are
    not contextualised and are not implemented.
  • They also fail to address problems related to
    teacher latecoming and absenteeism, high numbers
    of learners are absent on any given day,
    Ill-discipline where learners are disrespectful
    and unlawful there are no systems and procedures
    to monitor the quality of teaching and learning
  • In a large number of the schools not all
    educators received adequate training in the NCS,
    some educators are not qualified to teach the
    subject, there is no teacher development
    activities and teachers do not fully implement
    the NCS and in Grade 9, 10 11 teachers do not
    follow the NCS.

28
Strategic thrust towards 2014
29
2009 manifesto
  • EDUCATION IS AT THE CENTRE OF OUR EFFORTS
  • The doors of learning and cultures shall be
    opened!
  • Education is a means of promoting good
    citizenship as well as preparing our people for
    the needs of a modern economy and a democratic
    society.
  • Building on the achievements in education, the
    ANC government will aim to
  • ensure progressive realisation of universal
    schooling,
  • improving quality education and
  • eliminating disparities.
  • This requires a major renewal of our schooling
    and education system.

30
Purpose of Schooling 2025
  • In practical terms schooling 2025 must
  • Guide planning in provinces and schools,
  • Provide a basis for holding the sector
    accountable
  • Instil confidence in the public and in the global
    arena that SA has a plan to deal a key
    developmental stumbling block, i.e. poor quality
    schooling.
  • A critical part of the Schooling 2025 process
    will be to better sector-wide monitoring, on a
    regular basis, in a better structured manner, at
    the national level. Department is increasing its
    own monitoring capacity, but collaboration with
    other organisations also necessary

30
31
13 Output -Goals of Schooling 2025 (1)
  • Increase the number of grade 3 learners that
    masters the minimum language and numeracy
    competencies.
  • Increase the number of grade 6 learners that
    masters the minimum language and mathematics
    competencies.
  • Increase the number of grade 9 learners that
    masters the minimum language and mathematics
    competencies.
  • Increase the number of grade 12 learners that has
    entry into university (Bachelors programme)
  • Increase the number of grade 12 learners that
    passes mathematics
  • Increase the number of grade 12 learners that
    passes physical science

31
32
13 Output -Goals of Schooling 2025 (2)
  • Improve parent and community participation in the
    governance of schools, partly by improving access
    to important information via e- Education
    strategy.
  • Improve the average performance in languages of
    grade 6 learners.
  • Improve the average performance in mathematics of
    grade 6 learners.
  • Improve the average performance in mathematics of
    grade 8 learners.
  • Ensure that all children remain effectively
    enrolled in schools up to the year they turn 15
  • Improve the access of children to quality early
    childhood development before grade 1
  • Improve the grade promotion of learners through
    the grade 1- 9 phases of school
  • Improve the access of youth to Further Education
    and Training beyond Grade 9

32
33
14 input Goals for Schooling 2025 (1)
  • Attract in each year a new group of young,
    motivated and appropriately trained teachers into
    the profession
  • Ensure that the availability and utilization of
    teachers is such that excessively large classes
    are avoided
  • Improve the professionalism, teaching skills.
    Subject knowledge and computer literacy of
    teachers throughout their entire careers.
  • Strive for a teacher workforce that is healthy
    and enjoys a sense of job satisfaction.
  • Ensure that learners cover all the topics and
    skills areas that they should cover within their
    current school year.
  • Ensure that every learner has access to the
    minimum set of textbooks and workbooks required
    according to the national policy.
  • Increase access amongst learners to a wide range
    of media including computers, which enrich their
    education.
  • Ensure the basic annual management processes
    occur across all schools in the country in a way
    that contributes towards a functional school
    environment.

33
34
14 input Goals for Schooling 2025 (2)
  • Ensure that all schools are funded at least at
    the minimum per leaner level determined
    nationally and that funds are utilized
    transparently and effectively.
  • Ensure that the physical infrastructure and
    environment of every school inspires learners to
    want to come to school and learn and teachers to
    teach
  • Use the school as a location to promote access
    amongst children to full range of public health
    and poverty reduction intervention.
  • Increase the number of schools which effectively
    implement the inclusive education policy and have
    access to centres which offer specialist
    services.
  • Improve the frequency and quality of the
    monitoring and support services provided by
    district offices to schools, partly through
    better use of e-learning

34
35
Responding to the Problem
  • Effective support by GDE
  • HQ
  • Districts
  • Inputs
  • Learner / teacher support
  • Better school management

Delivering quality education in the classroom,
everyday
Educated and skilled citizens
  • Civil society
  • Unions
  • SGBs
  • Community

36
2010/11 MTEF Strategic Framework
37
 2010/11 MTEF Strategic Framework
  • The gains made in the sphere of education and
    training must be leveraged to increase numbers in
    higher levels of learning, especially in fields
    aligned to the required skills sets of growing
    economic sectors.
  • Hopefully the above mentioned and other
    initiatives will result in a changed skill
    profile of our population. Skills development
    outcomes must be increasingly aligned to job
    opportunities forecasted from growing sectors.

38
  2010/11 MTEF Strategic Framework
  • There are two broad categories of challenges that
    must be addressed to improve the quality of
    learning.
  • The first challenge is addressing Institutional
    factors that are impacting negatively on learner
    outcomes. Poorly performing and failing schools
    are characterised by
  • a lack of Learner and educator discipline
  • insufficient School safety and security measures
  • Poor hygiene, cleanliness and infrastructure and
  • Poverty and social deprivation.
  • To address this challenge we must create an
    enabling environment that is conducive to support
    effective teaching and learning and each school
    is a secured, safe and adequately resourced
    learning environment

39
  2010/11 MTEF Strategic Framework
  • The second challenge is addressing Learning
    Related problems that have a direct and negative
    impact on learning. Poorly performing and failing
    schools are plagued with
  • inadequate Curriculum management and coverage
  • Quality of teaching and assessment that is not
    optimal
  • School-based systems for monitoring curriculum
    delivery that are not effective and
  • Lack of standardised lesson plans and practical
    assignments and tasks.
  • To address this challenge we are going to
    intervene in all schools that are underperforming
    with a view to increasing the quality of learning
    in all schools.

40
  2010/11 MTEF Strategic Framework
  • The key provincial goals that GDE plans to
    address in the next five years and the 2010/11
    MTEF are
  • Ensuring that Gauteng has effective schools and
    learning institutions.
  • GDE head office and districts - Providing
    relevant, coordinated and effective support.
  • Enabling young people to make the transition from
    school to further education and or work that
    provides further training opportunities.
  • Strengthen partnerships with all stakeholders,
    resulting in education becoming a societal
    priority.

41
  2010/11 MTEF Strategic Framework
  • To achieve the these strategic goals the
    department has developed a four pronged
    intervention strategy.
  • The focus is on aligning the whole system to
    support these interventions and to ensure that we
    use our scarce resources in a targeted schools
    based-approach that supports classroom practice.
  •  The programmes and activities of the department
    will ensure that schools become centres of
    excellence through the building of a social
    compact for quality learning and to improve the
    quality of the public schooling system through
    training and skills development.
  • This will include a strong focus on ECD creating
    universal access to Grade R and the promotion of
    Maths, Science, Technology and Languages as well
    as improving human resources, increase skills
    development and closing the skills gap.

42
  2010/11 MTEF Strategic Framework
  • To achieve this we have designed an intervention
    plan that is premised on aligning the whole
    system to support the improvement of learner
    performance and attainment in a sustainable way.
  • We will align the system in a way that supports
    the interventions and ensures that we use our
    scarce resources in a targeted school
    based-approach that supports classroom practice.

43
  2010/11 MTEF Strategic Framework
  • The strategy focuses on all four phases of
    education. The four targeted intervention
    programmes are the
  • Foundation Phase intervention focusing on
    improving basic literacy and numeracy and
    improving language competence for transition to a
    new language of learning and teaching in the
    foundation phase.
  • Senior primary phase intervention focusing on
    improving language practice in the language of
    learning and teaching and mathematics.
  • Transition from primary to secondary school
    intervention programme will focus on improving
    language practice, mathematics, science and
    accounting. We will also focus intensively on
    career counselling in Grades 8 and 9.
  • Senior secondary intervention programme will
    focus on improving learner performance in six key
    subject areas where learner performance is the
    weakest. In addition, we will also focus on
    language skills and exam preparation.

44
  2010/11 MTEF Strategic Framework
  • While each of the programmes is focusing on the
    different targets, key pillars of the
    interventions are common. These are
  • Improving Teaching We must make the teacher the
    focus of sustainable education change. This
    includes the formulation of strategies for
    Teacher Pre-Service and In-Service Education and
    Training
  • Improving Resources We must focus on the role
    of resources in improving the quality of
    learning. This includes the improvement of
    infrastructure, appropriate fixtures and
    fittings, equipment and quality learning support
    materials.
  • Improving Learner Achievement We must focus on
    Learners and by implementing a sustainable
    strategy for improving Learner Achievement
  • Improving Curriculum and school Management we
    must build the capacity of the system schools,
    districts and head office to ensure the learning
    if effectively managed to ensure quality learning
    takes place optimally. This will include the
    improvement of management of the educational
    environment through a sustainable improvement
    strategy.
  • Standardised achievement testing for grades 3, 6,
    9 so that we are all clear of the standard and
    are able to gauge how we are doing.
  • Parental support to assist with homework
  • Community pressure and partnerships to enforce
    the non-negotiables and mobilise additional
    resources

45
Key Strategies for 2014
45
46
Strategies to realise Outputs
  • To realise the agreed Outputs, EXCO has approved
  • Early Childhood Development Strategy
  • Maths, Science and Technology Strategy
  • Literacy and Language Strategy
  • School Safety Strategy
  • Master Skills Plan
  • Teacher Development Strategy
  • Infrastructure

47
Linkages
  • We have had several meetings with departments to
    deal with programmes that focuses on learners and
    schools. These include
  • DHSD
  • Ke-Moja campaign to reduce substance abuse
  • ECD practioners trained by GDE for Pre-Grade R
    sites
  • Bana Pele providing school uniforms
  • School Social Services to provide social
    auxiliary workers
  • School health Services to promote school
    vaccinations
  • DARD
  • Alleviating poverty at schools through food
    gardens
  • Bontle ke Botho, the clean school campaign
  • Agriculture Education
  • DCS
  • Hlayiseka the school safety campaign
  • DSRAC
  • School Sport Mass participation and Holiday
    programmes
  • SALGA
  • MOU with Local Government as it is not a
    concurrent function

48
Delivery Strategies
  • Language and Literacy Strategy based on 4
    pillars
  • Pillar 1 Measuring literacy and raising
    expectations
  • Pillar 2 Strengthening the teaching of literacy
  • Pillar 3 Improving programmes of learner support
    in primary literacy
  • Pillar 4 Improving the management of literacy
    and learning

48
49
Delivery Strategies
  • Safety and Security Strategy is based on 5
    pillars
  • Pillar 1 Standardized school policy development
    and implementation
  • Pillar 2 Psycho-social support and promotion of
    alternate forms of discipline
  • Pillar 3 Advocacy programme
  • Pillar 4 Active law enforcement partnerships
  • Pillar 5 Effectively securing the physical
    environment of schools and hostels

49
50
Delivery Strategies
  • Teacher Development Strategy are based on 4
    pillars
  • Pillar 1 Advocacy and support of pre-service
    Education and Training
  • Pillar 2 Teacher development through In-service
    Education and Training
  • Pillar 3 Teacher development through communities
    of Practice (COP)
  • Pillar 4 Teacher development through Circuit
    Support Teams and Teacher Development Centres

50
51
Delivery Strategies
  • Library Strategy are based on the following
    objectives
  • Providing under privileged primary schools with
    resources to develop, support and promote
    literacy and reading, to underpin and assist with
    curriculum delivery
  • Establish and resourcing libraries in schools
  • Monitoring to ensure the effective use of school
    libraries
  • Developing the information literacy skills of
    teachers and learners
  • Supporting educational projects and strategies to
    improve reading, writing and learning skills,
    e.g. foundations for learning
  • Forming partnerships with information centres/
    organisations in the community.
  • Supporting the memorandum of Agreement between
    the GDE. SRSC and the local Government (community
    libraries)

51
52
Matric Improvement
53
Quality Improvement Strategies2011
  • Approach
  • We are consolidate the gains made in the Matric
    Results
  • We fill focus on three key elements viz.
  • SSIP
  • Teacher support in high-risk subject content
    areas
  • Institutionalise a district-based school
    oversight and accountability framework including
    tracking curriculum milestones
  • The SSIP will remain the core programme of our
    interventions

53
54
Quality Improvement Strategies2011
  • Target Schools for the Intervention
  • Improve results to over 80
  • We will target all schools below 80 including
    independent schools
  • 391 schools have been identified
  • We will target all 269 schools identified in 2010
    including schools that improved above 80
  • We will expand the programme to include 122 new
    schools whose performance is below 80

54
55
Quality Improvement Strategies2011
  • Targeted Subjects
  • Mathematics
  • Physical Science
  • Life sciences
  • History
  • Geography
  • English first Additional Language
  • Economics
  • Business studies
  • Accounting

55
56
Quality Improvement Strategies2011
  • Approach to SSIP
  • Declare the 391 schools as underperforming under
    provisions in SASA
  • Components of SSIP
  • Supplementary programmes for learners from the
    391 schools
  • Promote the formation of study groups
  • Distribute Study-Mate materials
  • Holiday Camps
  • Put in place appropriate censures for poor
    learner attendance and behaviour

56
57
Quality Improvement Strategies2011
  • Approach to Teacher Support
  • Using the examiners report identify all areas
    where learners performed poorly
  • Develop short refresher courses for teachers in
    the identified schools on each of the topics
  • These courses will include subject matter,
    teaching methodology and guidelines and questions
    and answers.
  • Also introduce just-in-time training to ensure
    that teachers receive support before they teach
    anew section or topic.

57
58
Quality Improvement Strategies2011
  • Approach to School Monitoring and Accountability
  • Teachers must teach the content by following
    common curriculum delivery milestones to ensure
    that SSIP is more effective
  • SMTs are required to monitor progress i.r.o.
    curriculum coverage, testing and learner workbook
  • Districts must frequently monitor schools and
    teachers, hold them accountable and intervene
    where necessary

,
59
Thank you
  • Discussion
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