Education Handbook by Argo

FOREWORD

“A bright future beckons. The onus is on us, through hard work, honesty and integrity, to reach for the stars”. Nelson Mandela At Argo, we have developed the ONE campaign to inspire belief in achieving quality education. Th e c a m p a i g n co m b i n e s a n annual overview of progress in education in the Education Handbook, which is supported by online collaboration on www.e d .o rg . z a a n d st rate g i c leadership collaboration at quarterly education roundtables. As you can see from this edition of the Education Handbook, the framework focuses on the learner at the centre of the system, the essential role that teachers play in inspiring learners, and then the support of social leaders to achieve quality education.

“

What counts in life is not the mere fact that we have lived. It is what difference we have made to the lives of others that will determine the significance of the life we lead. – Nelson Mandela.

”

It has been 20 years since we celebrated the realisation of Nelson Mandela’s dream of a democratic South Africa, and we have developed our strength of character, as we have faced the challenges of building a new democracy in tough economic times. We have come a long way, and have a long way to go together.

EDUCATION HANDBOOK 2014

It is now up to us to lead the way and build confidence in our ability to achieve a democracy that we can all be proud of. The National Development Plan offers us clear direction and the introduction of the National Education Collaboration Trust (NECT) shows government’s commitment to working together with others, to achieve the chal lenges that we face.

We have also drawn from the international trend to integrate Corporate Social Investment (CSI) and marketing and developed the Stars in Education Teachers’ Awards and the Future Stars Awa rd s , w h i c h o f fe r l e a d i n g organisations the opportunity to use their marketing budgets to achieve positive impact in South Africa. Our work in education would not be possible without the support of leading education influencers – the Department of Basic Education, the Department of Higher Education, and leading organisations who care about the future of our country. Thank you for your support and for making this edition of the Education Handbook possible.

CElEBrATINg 20 yEArs Of DEmOCrACy

The research and collaboration needed to complete the Education Handbook require a dedicated team, committed to building a better future in South Africa. Thank you to those special contributors and to our team at Argo and the suppliers who worked together with us for putting in the extra effort to make this edition something that we can all be proud of.

Published by Argo www.argo.org.za, Tel 021 865 2813 or info@argo.org.za

Order copies of Education Handbook from www.ed.org.za

Published in Stellenbosch, South Africa, since July 2009. By Argo, Devon Valley Road, Stellenbosch, South Africa. Tel: 021 865 2813, info@argo.org.za,

Th e Ed u c a t i o n H a n d b o o k i s designed to support time pressured leaders by providing t h e l a te st p o l i c y ove r v i ews , research and projects, to inform and encourage collaboration to achieve impact in education. Please connect with us so that we can continue to improve this handbook for you. Let’s do this together, as we celebrate 20 years of democracy and focus on working together to create a better future for all.

www.argo.org.za

Managing Editor: Sue Fontannaz Editorial team: Jeanne de Wet Culla Bester Jeanne Enslin Production Manager: Jeanne de Wet Culla Bester Design and Layout: VR Graphics Printing: Paarl Media

Disclaimer: While every effort has been taken to ensure that the information contained in this publication is accurate and complete, Argo cannot accept any legal responsibility for action taken on the information given or the opinions expressed on this information. E & 0.E.

Sue Fontannaz CEO, Argo

means, without the prior permission of the copyright holder. Any information from the Education Handbook used in other sources must accurately reference the publisher and the title of the Handbook. Copyright of photographs resides with the photographers.

www.argo.org.za Facebook: Argo Marketing Twitter: @Argo_Marketing

ISBN: 978-0-620-60376-8 5th edition of the Education Handbook

TABLE OF CONTENTS

CHAPTER 1: A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM ....................................................................... 02 EDUCATION STATISTICS AT A GLANCE ................................................... 04 HIGHLIGHTS FROM THE STATE OF THE NATION ADDRESS, 2014. .............................................................................. 06 OVERVIEW ........................................................................................................ 10 FACTORS THAT HAVE CONTRIBUTED TO IMPROVED PERFORMANCE .......................................................................... 16 HIGHLIGHTS FROM THE 2014 BUDGET ..................................................... 18

CHAPTER 2: THE LEARNER AT THE CENTRE OF EDUCATION .................................................................................................20 FUTURE STARS AWARDS ..............................................................................23 EDUCATION SUPPORT FOR LEARNERS .................................................. 30

CHAPTER 6: THE ROLE OF SOCIAL LEADERSHIP ................... 84 THOUGHT LEADER PROFILES: JOE SAMUELS (CEO OF THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY) .................................................................. 86 THEMBA MOLA (COO OF KAGISO TRUST) ............................................. 86 GODWIN KHOZA (CEO OF THE NATIONAL EDUCATION COLLABORATION TRUST) ....................................................87 BRIAN RAMADIRO (DEPUTY DIRECTOR OF THE NELSON MANDELA INSTITUTE FOR EDUCATION AND RURAL DEVELOPMENT AT THE UNIVERSITY OF FORT HARE) ........................87 ANN BERNSTEIN (EXECUTIVE DIRECTOR FOR THE CENTRE FOR DEVELOPMENT AND ENTERPRISE) ................................ 88 AHMED ESSOP (CEO OF THE COUNCIL ON HIGHER EDUCATION) .................................................................................... 88 NOLUSINDISO FOCA (GENERAL SECRETARY OF THE EDUCATION LABOUR RELATIONS COUNCIL) ........................................ 93

THE NATIONAL SENIOR CERTIFICATE (NSC) ........................................ 34 THE PROGRESS IN READING AND LITERACY STUDY (PIRLS) .......... 39

CHAPTER 7: TOWARDS A SKILLED WORKFORCE........................ 102 STRUCTURE OF POSTSCHOOL SYSTEM ................................................ 105

CHAPTER 3: TEACHERS AND TEACHER DEVELOPMENT ...... 42

FACT SHEETS ON “NEETS” .........................................................................108

TEACHER DEVELOPMENT .......................................................................... 44

DROPOUT RATES AND UNEMPLOYMENT – BY VICTORIA JOHN ...... 112

THE ROLE OF THE CURRICULUM AND ASSESSMENT POLICY STATEMENTS (CAPS) ..................................................................... 47

TRAINING AND VOCATIONAL EDUCATION AND TRAINING COLLEGES (TVET) ..................................................................... 116

STARS IN EDUCATION TEACHERS’ AWARDS ......................................... 48

OPEN LEARNING THROUGH DIVERSE MODES OF PROVISION ....... 122

CHAPTER 4: EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION ................................................ 56 TEXTBOOK PROCUREMENT ........................................................................ 58 ROLE OF DIGITAL TECHNOLOGY ............................................................. 62 THOUGHT LEADER PROFILE – CHRISTINA WATSON (CEO OF VIA AFRIKA) .......................................... 63 MAKING TECHNOLOGY ACCESSIBLE BY MICHELLE LISSOOS (DIRECTOR OF ISCHOOLAFRICA) ................ 64

THE ROLE OF SECTOR EDUCATION AND TRAINING AUTHORITIES IN TRAINING IN THE WORKPLACE ............................... 123 THE ROLE OF THE NATIONAL SKILLS FUND (NSF) ............................ 126 DEVELOPMENT OF A CENTRAL SKILLS PLANNING SYSTEM ........... 126 THE NATIONAL QUALIFICATIONS FRAMEWORK (NQF) AND THE QUALITY COUNCILS ................................................................. 126

CHAPTER 8: INVESTING IN THE FUTURE – THE ROLE OF UNIVERSITIES AND UNIVERSITIES OF TECHNOLOGIES ......................................................................... 128 DEVELOPING OUR FUTURE LEADERS ....................................................130

CHAPTER 5: WHOLE SCHOOL DEVELOPMENT ........................ 68

EXPANSION WITHIN THE SYSTEM ............................................................ 134

THE A+ SCHOOL CAMPAIGN........................................................................ 71

CENTRAL APPLICATIONS SERVICE ......................................................... 134

THE ROLE OF THE DBE IN SUPPORTING SCHOOLS .............................73

PERFORMANCE OF THE SYSTEM ............................................................. 136

PARTNERING WITH OTHER GOVERNMENT DEPARTMENTS ...............76

WORKING TOGETHER TO DEVELOP CRITICAL SKILLS ...................... 141

COLLABORATING WITH CHINA TO IMPROVE MATHS AND SCIENCE ..................................................................................................77

NATIONAL STUDENT FINANCIAL AID SCHEME BY VICTORIA JOHN ...................................................................................... 142

LEADERSHIP INSIGHT – DR GILLIAN GODSELL (WITS SCHOOL OF GOVERNANCE) ...........................................................78

CHAPTER 9: CONNECTING TO MAKE A DIFFERENCE ................. 144

AN EDUCATION DREAM COMES TRUE IN NELSON MANDELA’S BIRTHPLACE ........................................................... 80

MAPPING THE SYSTEM OF TERTIARY ACCESS BY BARBARA DALE JONES (CEO OF BRIDGE) .................................... 148

LEADERSHIP INSIGHT – BARBARA DALEJONES (CEO OF BRIDGE) ........................................... 82

WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION – BY LIZ SWERSKY (PROJECT DIRECTOR OF EDUPEG) ...................... 150 CONTACT DETAILS FOR STATISTICS ON HIGHER EDUCATION ........ 153

EDUCATION HANDBOOK 2014

CElEBrATINg 20 yEArs Of DEmOCrACy

LIST OF SOURCES

THE EDUCATION HANDBOOK OFFERS TIME PRESSURED SOCIAL LEADERS A REVIEW OF THE FOLLOWING REPORTS: n

Education for all (EFA). 2013 Country Progress Report: South Africa. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=TZ4Cx%2BcnCzk%3D&tabid=36

Education Statistics in South Africa 2012. Published January 2014. Available at http://www.education.gov.za/EMIS/StatisticalPublications/tabid/462/Default.aspx

Fact sheet on “Neets”. An analysis of the 2011 South African census. Published September 2013. Available at http://www.dhet.gov.za/LinkClick.aspx?fileticket=RUHZQ/BMp6s=&tabid=36

National Report 2012, National Education Evaluation & Development Unit (NEEDU). Published April 2013. Available at http://www.saqa.org.za/docs/papers/needu.pdf

Progress against indicators, October 2013. Martin Gustafsson. Department of Basic Education. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=WaSJbtxEFoU%3D&tabid= 838&mid=2807

Reading, writing, numerical and digital literacy. Presentation by the Minister of Basic Education at the Education World Forum, January 2014. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=9xg13r%2BtYRA%3D&tabid=36.

Report on the Annual National Assessment of 2013. Grades 1 to 6 & 9. Published in December 2013. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=Aiw7HW8ccic%3D&tabid=36

Selected findings from the Macro indicator report, October 2013. Stephen Taylor. Department of Basic Education. Available at http://www.education.gov.za/LinkClick.aspx?fileticket=i9bZdq2H2o4%3D&tabid= 838&mid=2807

Statistics on post-school education and training in South Africa: 2011. Available at http://www.saqa.org.za/docs/papers/stats2011.pdf.

The Annual Performance Plan 2014/2015 for the Department of Basic Education. Available on http://www.education.gov.za/DocumentsLibrary/Reports/tabid/358/Default.aspx. Published on 3 March 2014.

The Annual Report 2012/2013 for the Department of Basic Education. Available on http://www.education.gov.za/LinkClick.aspx?fileticket=%2FxGqk%2F1E2IY%3D&tabid= 36&mid=2514. Published September 2013.

VitalStats. Public Higher Education in 2011. Published by the Council for Higher Education in January 2014. Available at http://www.che.ac.za/media_and_publications/monitoringandevaluation/ vitalstatspublichighereducation2011

White Paper for Post-School Education and Training. Available on http://www.che.ac.za/media_and_publications/legislation/whitepaperpostschool educationandtraining. Published in January 2014.

EDUCATION HANDBOOK 2014

chaPter oNe

a revIew of the current status of the educatIon system

It has been 20 years sInce south afrIca became a democracy and we have experIenced some IconIc moments – standIng together In lIne to vote In the 1994 electIons, celebratIng together when the world came to south afrIca for the world cup soccer In 2010 and recently the sense of communIty at mournIng an InspIratIon for us all. as nelson mandela saId, “It always seems ImpossIble untIl It’s done” and the progress that has been made sInce our democracy Is showIng t h at w e a r e tac k l I n g o u r c h a l l e n g e s w I t h perseverance and by workIng together.

“Leaders think and talk about the solutions. Followers think and talk about the problems” – Brian Tracey Let’s work together as oNe to achieve quaLity educatioN The ONE campaign is designed to encourage leaders to work together.

connect with the education leaders on www.ed.org.za or contact argo on +27 (0)21 865 2813 or info@argo.org.za to be part of the one campaign – inspiring belief in achieving quality education. www.argo.org.za | Facebook: argo Marketing | twitter: @argo_Marketing

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

TEACHERS: 446 008 educators (186 285 primary, 147 945 secondary, 90 937 in combined and

educatIon statIstIcs at a glance

intermediate schools.)

Source: Education Statistics in South Africa 2012, published in January 2014.

table 1: number of learners, educators and schools, and learner-educator ratio (leR), learner-school ratio ( lsR) and educator-school ratio (esR) in the ordinary public and independent school funding type, by province, in 2012.

the education handbook is designed to address this issue by profiling the progress that is being achieved in the system and profiling leadership collaboration, to inspire confidence in our ability to achieve quality education in south africa.

“There is on-going onslaught on the education system that is creating a sense of despair, undermining work and progress made and the general credibility of the system”. mangaung resolutions.

learners province

eastern cape free state

number

lsr

esr

15.7%

67,936

16.0%

5,754

22.3%

28.7

339

11.8

661,974

5.3%

24,828

5.8%

1,419

5.5%

26.7

467

17.5

16.7%

73,960

17.4%

2,611

10.1%

28.1

795

28.3

23.2%

94,932

22.3%

6,176

23.9%

30.3

466

15.4

limpopo

1,715,778

13.8%

57,670

13.6%

4,078

15.8%

29.8

421

14.1

1,054,783

8.5%

34,664

8.2%

1,920

7.4%

30.4

549

18.1

277,494

2.2%

8,864

2.1%

580

2.2%

31.3

478

15.3

775,142

6.2%

25,924

6.1%

1,645

6.4%

29.9

471

15.8

1,038,019

8.4%

36,389

8.6%

1,643

6.4%

28.5

632

22.1

12,428,069

100.0%

425,167

100.0%

25,826

100.0%

29.2

481

16.5

Source: Education Statistics in South Africa 2012

2.0 special schools

0.9

SCHOOLS:

specIal schools ecd centres

public schools

93.2 ordInary Independent schools

30 231 education institutions (25 826 ordinary schools with 14 206 primary schools, 6 411 secondary schools and 5 209 combined and intermediate schools. there are also 4 405 ecd centres and special schools).

KEY RATIOS:

ordInary publIc schools

percentage distribution of learners in the (Education Statistics in South Africa 2012)

education system in 2012. other

+- 24 in every 100 south africans are learners in the education and training system.

ler

2,877,969

south africa

3.9

number

1,951,523

north west

12 804 772 learners: 11 932 681 (93.2%) in ordinary public schools, 495 388 (3.9%) in ordinary inde pendent schools, 265 105 (2%) in ecd centres and 111 598 (0.9%) in special schools.

number

2,075,387

western cape

ecd sites

Indicators

as % of national total

gauteng

mpumalanga

Independent schools

schools

as % of national total

kwaZulunatal

northern cape

LEARNERS:

educators

as % of national total

0.1

pregrade r phase

0.4 fet band

20.4

foundation phase

32.3

learner: educator: 29,2:1.

learner: school: 481:1.

educator: school: 16,5:1.

SUPPORT:

over nine million learners are fed in four out of five schools. over 650 000 learners are receiving health services (expected to increase to 750 000 learners in 2014). since 1996, the number of schools with no running water has dropped from around 9 000 to around 1 700. the accelerated school Infrastructure delivery Initiative (asIdI) has a target of 1 039 water projects. 879 water projects should be completed by 2014. since 1996, the number of schools without electricity dropped from 15 000 to 2 800. between 2011 and 2013, 117 million workbooks, textbooks and study guides have been printed and distributed by the national government. learners had access to about 50 million textbooks in our public schools in 2010.

ACHIEVEMENT: over seven million ACCESS: over 98% of seven to 15yearold

senior phase

24.0 Intermediate phase

22.9 percentage distribution of learners in ordinary schools, by phase, in 2012.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

children are at school. less than 2% of any age cohort between the ages of seven and 15 are not enrolled in school. 750 000 learners aged five are in ecd sector. 400% increase in children younger than four years old in ecd.

cELEBraTiNg 20 yEars OF dEmOcracy

learners took part in the annual national assess ments (ana). south africa’s improvement in mathematics of 67 tImss points between 2002 and 2011, or seven points per year on average, is among the steepest achieved by any tImss participant.

“

hIghlIghts

“success is a journey, not a destination ...”

our country has produced men and women

from the state

of distinction, who have provided leadership during

of the natIon

trying times.

address

”

Designed for frustrated achievers Finding purpose in performance to inspire personal achievement

Source: http://www.gov.za/speeches/view.php?sid=43620&lid=1

PRESIDENT JACOb ZUMA 2014

democracy has created the space for an active civil society and a free media. equality is encouraged and the representation of women in public institutions has increased considerably since 1994. democracy has made south africa a much better place to live in.

APPRECIATION

AwARENEss

+ ACCOuNTAbIlITy +

RESULTS

however, south africa faces the triple challenge of poverty, inequality and unemployment. these challenges have been the central focus of the government, which has focused on five key priorities:

education, as the apex priority,

health,

the fight against crime and corruption,

rural development, land reform, and

the creation of decent work.

the state has been reorganised to improve performance and two key functions have been established: longterm planning as well as monitoring and evaluation. collaboration is taking place at nedlac, which is one of the key institutions of cooperation between government, business, labour and the community sector. the national planning commission has also been set up and has produced the national development plan, representing the country’s socio economic blueprint to guide future development. the plan outlines what we should do to eradicate poverty, increase employment and reduce inequality by 2030. the launch of the national education collaboration framework in 2013 is an important development and reflects the government’s commitment to engage with social leaders to achieve quality education.

n President Jacob Zuma

the economy has grown at 3.2% a year from 1994 to 2012 despite the global recession which claimed a million jobs. government, business, labour and the community sector have worked together to confront the challenges of the recession and focus on the recovery of the economy. the national wealth, measured in terms of gdp, has grown to more than 3.5 trillion rand. Jobs are now being created again. there are now 15 million people with jobs in the country, the highest ever in our history, and over 650 000 jobs were created last year (statistics south africa).

COACHING PROCEss

Continue + Grow

Reflection (Ro + Ac) 1 Coaching zone Action

(AE)

Ethics

Connect (+ contract)

6 Options

Coaching model for sustainability: TEAM IMMERsION & INDIVIDuAl FOllOw-uP Focus

4 Discovery (CE)

Leadership and coaching solutions designed to support achievers. Call us on +27 (0)21 865 2813 or email info@argo.org.za. www.argo.org.za | Facebook: Argo Marketing | Twitter: @Argo_Marketing

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

ACTION

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

however, the unemployment rate remains high. youth unemployment, in particular, continues to be a concern, as it is throughout the world. a number of measures, including the employment tax Incentive act, have been introduced to encourage employers to hire younger workers. further measures to address youth unemployment are contained in the national youth accord and in the white paper for postschool education and training. In 2012 the national Infrastructure plan was unveiled and one trillion rand has been invested in public infrastructure over the past five years. the expanded public works programme and the community work programme continue to be an effective cushion for the poor and the youth. more than three and a half million work opportunities have been created over the past five years. cabinet has also set a target of six million work opportunities from 2014 2019, specifically targeting the youth.

education is a ladder out of poverty for millions of our people. there is a huge increase in the enrolment of children in school, from preprimary to tertiary level. the number of children attending grade r has more than doubled, moving from about 300 000 to more than 700 000 between 2003 and 2011. a draft policy framework towards universal access to grade r has been gazetted for public comment, with a view to making grade r compulsory. eight million learners are attending nofee schools, whereas nine million learners are getting nutritious meals at school, which are provided by government to ensure that they can perform effectively at school. a total of 370 new schools have replaced mud schools and other unsuitable structures around the country.

the social assistance programme now reaches about 16 million people, providing safety for millions, especially vulnerable children. many households are benefiting from government grants which include child support grants, pensions and disability grants.

THE MATRIC PASS RATE HAS gONE UP

developments in the united states economy have led to a rapid depreciation in the emerging market currencies, including the rand. the rand depreciated by 17.6% against the us dollar in 2013. the weaker exchange rate poses a significant risk to inflation, which will make infrastructure development more expensive.

IMPROVEMENTS AND INTERVENTIONS

FROM AROUND 61% IN 2009 TO 78% IN 2013. THE INTRODUCTION OF THE A N N U A L N AT I O N A L A S S E S S M E N T S ( A N A ) E N A b L E S T H E T R AC K I N g O F NEEDED, ESPECIALLY IN MATHS AND SCIENCE. LITERATE ADULT LEARNERS THROUgH THE KHA RI gUDE PROgRAMME HAVE INCREASED FROM 2,2 MILLION IN 2008 TO THREE MILLION PEOPLE IN 2013. INVESTMENTS HAVE ALSO bEEN MADE IN RE -OPE NIN g TEACH ER TRAININ g

“We will, in fact, emerge stronger

COLLEgES.

if we do the right things. We have to work together as government, business and labour to grow our economy at rates that are above 5 per cent to be able to create the jobs we need”. – President Jacob Zuma.

cELEBraTiNg 20 yEars OF dEmOcracy

student enrolments at universities have increased by 12% while further education and training college enrolments have increased by 90%.the budget of the national student financial aid scheme has been increased to nine billion rand to meet the rising demand. two new universities, sol plaatje in the northern cape and the university of mpumalanga, have been established. twelve new fet colleges in limpopo, mpumalanga, kwaZulunatal and eastern cape are planned.

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

overvIew of the educatIon system It has been almost four years since the government split the department of education into two departments, the department of basic education (dbe) and the department of higher education and training (dhet). this decision is recognised as one of the key legacies of the current administration. the focus has been on creating a longlasting impact, which can be sustainable in the long term and put education in good standing for the future. the focus is guided by the government’s delivery agreement on outcome 1: Improving basic education. the four outputs of achievement are:

i m p rov i n g t h e q u a l i t y o f te a c h i n g a n d learning;

undertaking regular assessment to track progress;

improving early childhood development; and

e n s u r i n g a c re d i b l e o u tco m e s fo c u s e d planning and accountability system.

the action plan to 2014: towards the realisation of schooling 2025 has guided the effort to achieve these outputs. Issues of equity and inclusion in education have received serious attention by the government over the past years. access to basic education is near universal. the statistics sa general household survey (2011) showed that over 98% of seven to 15yearold children were attending educational institutions. such levels of participation are comparable to those in developed countries. Intense expenditure on early childhood development (ecd) since 2003 has resulted in about 750 000 learners aged five becoming part of the ecd sector. there has also been a 400% increase in children younger than four years old accessing ecd. no more than 2% of any age cohort between the ages of seven and 15 are not enrolled in school. the dbe has a nofee schooling policy to mitigate poverty as a barrier to education and to further improve access and equity. currently eight in ten schools are nofee schools, relieving the burden on the poor. the idea that effective learning cannot happen if learners are hungry has become part of the dbe’s understanding, resulting in the introduction of the National School Nutrition Programme (nsnp). over nine million learners

stRategIC outCome-oRIentated goals outcome 1: Improved quality of basic education output

sub-outputs

output 1: Improve the quality of teaching and learning

output 2: undertake regular assessment to track progress

output 3: Improve early childhood development

output 4: ensure a credible outcomesfocused planning and accountability system

1.1

Improve teacher capacity and practices.

1.2

Increase access to highquality learning materials.

2.1

establish a worldclass system of standardised national assessments.

2.2

extract key lessons from ongoing participation in international assessments.

3.1

universalise access to grade r.

3.2

Improve the quality of early childhood development.

4.1

strengthen school management and promote functional schools.

4.2

strengthen the capacity of district offices.

Department of Basic Education Annual Report 2012/13

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

are fed with warm nutritious meals in four out of five schools in south africa – compensating for the effects of poverty and inequality and enabling learners from poorer households to perform better. over 650 000 learners are receiving health services and this is expected to increase to 750 000 in 2014. Quality education remains the key focus of the education system. the institutionalised assessments provide the means to monitor learner performance in the schooling system. since inception in 2008, there has been a consistent improvement, from 62.6% to 78.2% in 2013. sustained improvement is a reflection of stability and the maturing of the system at this level. the strengthening and standardisation of assess ment practices has been supported through the annual national assessments (anas) introduced in 2011. the anas have become a method of providing overall system feedback to inform the department and indeed the sector of literacy and numeracy levels. remedial work based on the ana results has been enhanced by the development of a diagnostic report highlighting areas that require additional support and detailed diagnostic reports have been developed for schools at a district level. while assessment by itself cannot improve learning, it provides important evidence to inform planning and the development of appropriate interventions, especially in terms of remedial learning, teacher development and improving subject knowledge, for improvement at all levels, from national through to provinces and districts, down to individual schools. the diagnostic reports on both the ana and nsc assessments highlight areas of weaknesses and provide suggestions for improvement in teaching and learning. provincial education departments (peds), district offices and schools will use the reports to support and develop teaching and learning to improve learner performance. In improving quality in education, the dbe has also focused on learning and teaching, as summarised in the phrase ‘teachers should be in school and in class, on time, teaching’. the department has focused efforts on a broad set of inputs including strengthening teaching and curriculum support. for the first time in 20 years, there is a sound policy on teacher development.

cELEBraTiNg 20 yEars OF dEmOcracy

the implementation of the Integrated strategic planning framework for teacher development is gaining traction. professional development programmes are being implemented in collaboration with teacher unions. Imbalances in the supply and demand of educators have resulted in a shortage of skilled educators in mathematics, science and technology. the low numbers of qualified educators produced by higher education institutions has resulted in a shortage of african language foundation phase teachers, which undermines the dbe’s efforts to ensure that all learners speak an african language, irrespective of their home language. efforts to ensure that new quality teachers enter public education have been the driving force behind the funza lushaka bursary programme. the bursary has helped the department to attract new teachers in mathematics, physical science, technology and languages, among other subjects. by the end of 2012, approximately 11 500 funza lushaka bursaries had been awarded and it is expected that this will increase to 14 400 in 2013/14. the introduction of the curriculum and assessment policy statement (caps) has provided teachers with clearer guidance on what to teach and the pace at which the curriculum needs to be covered. training on caps is ongoing and supported by teacher unions and district officials. the revised caps are being incrementally implemented per phase in the get and fet bands. grades 13 and grade 10 were implemented in 2012. grades 46 and grade 11 implementation started at the beginning of the 2013 academic year. monitoring and support of caps is ongoing. teachers are being trained in the implementation of caps according to phasedin timeframes. In support of curriculum implementation, the dbe has systematically improved the provisioning and rationalisation of learning and teaching support materials (ltsms) in the system. a national ltsm planning, monitoring and reporting framework has been established for monthly provincial and national reporting on different aspects of provisioning of ltsm, to improve learner access to ltsm. the work of this structure contributed to high levels of

delivery of ltsm and the smooth commencement of the 2013 academic year in all provinces. In just three years, between 2011 and 2013, 117 million workbooks, textbooks and study guides have been printed and distributed by the national government. research has shown that highquality education materials go a long way towards improving results. learners had access to about 50 million textbooks in our public schools in 2010. the provision of highquality workbooks and textbooks has enabled teachers to guide and correctly pace teaching and learning processes in the classroom. close to 24 million copies of workbook 1 were delivered to 23 115 schools by november 2012, for use in 2013. the quality of the workbooks was independently evaluated by the australian council for education research. this evaluation indicated that the dbe workbooks and the siyavula textbooks, developed in partnership with the shuttleworth foundation, are of an internationally comparable standard and that teachers are effectively using these resources, particularly the workbooks. furthermore, through savings and by developing content inhouse, the department has expanded the scope of the workbooks to cover braille. the department has also improved access to quality textbooks through the introduction of new national catalogues of approved textbooks for all grades, and not just for grades 10 to 12 as had previously been the case. the early release of the national catalogue for textbooks by the department enabled provinces to have more time to procure textbooks. shortages are however experienced, particularly as a result of movement of learners between provinces or urban migration. the department has prioritised districtbased development and management support in order to support districts in responding more effectively to the needs in their schools. Quarterly meetings with the minister and district directors have become institutionalised. the creation of this platform has resulted in more open, honest and constructive engagement on the challenges and the mitigating factors in delivering curriculum support to schools. Initiatives to address these shortfalls have begun to take shape and efforts to standardise district processes in providing school oversight as well as regular reporting have been implemented.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

Source: Edupeg

teachers are recognised as an integral part of the delivery chain of quality education.

school and district management have also been strengthened through intensifying the Integrated Quality Management System (IQms) programme in recent years to promote a culture of excellence among school principals and teachers. In addition to the assessment of a sample of schools to provide oversight on school readiness, the IQ ms has developed standards which require every educator to evaluate his or her own strengths and weaknesses every year and to enable colleagues to do a peer evaluation. results of the evaluation are recorded on a national computerised system (persal) and are used to determine what professional development activities each educator should pursue. further work is required to improve this accountability mechanism. the National Education Evaluation and Development Unit (NEEDU) is now fully functional. the unit’s first national report for 2012 on the state of literacy teaching and learning in the foundation phase has been released. this independent evaluation provides evidence to support proposals on the need to urgently remedy shortcomings in educational practice in respect of literacy and numeracy. the dbe is working with needu to tangibly and practically bring about quality education for all from 2014/15. despite challenges in service provisioning, progress is being made on ensuring that all unsafe and mud structures are completely eradicated by 2015. In

cELEBraTiNg 20 yEars OF dEmOcracy

addition to structural improvements through the provisioning of full service schools and the building of classrooms (including laboratories and computer centres), more schools have access to water, sanitation and electrification than ever before. the accelerated school Infrastructure development Initiative (asIdI), together with the provincial infrastructure programme, constitutes the backbone of both the strategic Integrated project 13 (sIp 13) and the national school build programme of the presidential Infrastructure coordinating commission (pIcc). the dbe continues to replace mud schools and inappropriate structures, especially where provinces lack capacity. an additional 150 new schools will be delivered to communities by 2015. since 1996, the number of schools with no running water dropped from around 9 000 to around 1 700. the accelerated school Infrastructure delivery Initiative (asIdI) has a target of 1 039 water projects. In 2011, 160 of these projects were successfully completed. the remaining 879 water projects should be completed by 2013/14. since 1996, the number of schools without electricity dropped from 15 000 to 2 800. In 2011, asIdI delivered 131 of the 159 electrification projects and is expected to deliver a further 369 such projects by 2013/14. In 2012, asIdI exceeded its sanitation project target of 186 by delivering 197 facilities. asIdI will deliver a further 448 sanitation facilities by the end of 2013/14.

taKIng aCtIon to CReate ImpaCt “Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has” – margaret mead

Education has the power to change our world and while the challenges in education are daunting, we believe that action gets results and creates impact. We also believe that it’s all about collaboration. In fact, we believe our 16 year track record is a great example of how a small group of achievers can develop partnerships to make a difference in South Africa. We have grown from a small start up in 1997, producing diaries for students and teachers, to becoming a dynamic multimedia publisher, focused on achieving a better future for all. We are action orientated and develop campaigns and practical solutions for key education challenges:

encouraging skills development for the youth and teachers We have partnered with the leading higher education institutions to produce the leading range of student diaries (Q-One student diary). These diaries have now been developed to include an e-learning option which is freely available to over 350 000 learners and students and to 260 000 teachers. We also publish the ACE Matric Guide and host the most comprehensive study portal, www.SAstudy.co.za, which profiled over 1.5 million page views in 2013.

Recognising the central role that teachers play in our communities While others dismissed teachers during the 2007 strike action, we took action and launched the Stars in Education Teachers’ Awards, to recognise those teachers who were taking the lead in their communities. We believe in teachers and also believe that teachers need recognition in society. Our partners include TSB, Hatch Goba, SACE, Mindset TV, Metro FM and other leaders, to positively influence society’s view of teachers, as leaders in our communities.

Inspiring the youth to believe in the power of education The recent youth unrest around the world has inspired us to take action and launch the Future Stars Awards, designed to inspire the youth to believe in the power of education to change their world. Our partnership with Mindset TV, Metro FM and leading higher education institutions has created awareness over five million viewers, listeners and over 350 000 learners and students. Made possible by the generous and ongoing sponsorship of such companies as TSB Sugar,

Mindset TV and Metro FM, these well-known and sustaining brands lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape.

Inspiring school improvement The recent ANA results inspired us to develop the Box of Stars campaign and the A+ School improvement campaign, designed to inspire school leaders, teachers and learners to achieve the results they are capable of.

supporting education leaders Our research shows that we need to support our education leaders, as they face the daunting challenge of improving our education system. The Education Roundtable offered a forum for education leaders to engage and share resources, and we are

building the momentum with the Education Handbook and www.ED.org.za, to encourage collaboration. We have also launched the ONE campaign, designed to inspire confidence in education, by profiling the projects that are getting results – so that we can work as one, to achieve one goal: quality education for every child in South Africa.

OvErvIEw Of 2011-2012 frOM THE DEpArTMENT Of BAsIC EDUCATION

We have also developed an open source leadership development e-learning programme: The Achiever Programme, which is available on www.SAstudy.co.za and which is promoted to the majority of students and teachers in South Africa. Our team’s commitment to making a difference in South Africa is recognised in our level 1 BBBEE score (social investment, enterprise development, preferential procurement and skills development).

tel +27 (0)21 865 2813 | Fax +27 (0)21 865 2166 www.argo.org.za

the PoWer oF oNe

We also partner with the leading education NGOs to profile their work to teachers, the youth and education leaders, across a range of multimedia platforms.

connect with us to make a difference and influence our future: email info@argo.org.za

CHApTEr 1 ADVertorIAL / CAse stUDY

CHApTEr 1 the PoWer oF oNe

After having read trevor Manuel and the NPC’s Strategic Plan the first thought that springs to mind is “here I am, use me.” In the face of massive problems and challenges it is easy to withdraw from the enormity of the task, it is even understandable to want to bury your head in the sand or find greener pastures. But there is a part of me that rises to the challenge, a part of me that stares these problems in the face and says “bring it on!” We all love to read stories of valour and courage, where the heroes face insurmountable odds, where they face their darkest moments but always prevail. there is a reason stories and movies like Lord of the rings and the Chronicles of Narnia stir our blood and capture our imagination. For that moment we are immersed in their world, their pain is ours; we share their fears and celebrate their victories. Well right here and right now we have the opportunity to write our own story. We have the privilege of choosing to stand up and make a difference, to choose not to be cowed into submission or apathy by our circumstances but instead to raise our fists in defiance. We can choose to be a part of the solution, to join hands with our fellow south Africans and work towards building this beautiful country. I see a country united again. this time not to fight against an unjust system to gain freedom for her people, but to ensure that every person shares in the benefits of a free and democratic south Africa. this time we do not work to dismantle an evil regime, we work to build powerful and meaningful education systems, life-saving healthcare havens, efficient and productive municipalities and government departments, a vibrant economy, an environment in which empowered and liberated citizens are able to participate meaningfully at all levels of society. this time we work to build the south Africa we dreamt of when we voted on 27 April 1994.

but thoroughly used up, with every last drop squeezed out. What better way to do this than to leave a legacy which blesses generations to come. We have two decades, 20 years, to make this happen. there’s no time to waste, let’s get busy. read through the document carefully with an awareness of which parts resonate deeply with you for that will be where your gifts, abilities and passion want to contribute. Then find concrete and practical ways you can begin to play your part. reach out to your networks, share your plans with others and rally them to your cause.

“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration; I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or dehumanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming”

The achievement of quality education for all learners in south Africa is the number on priority of the Depar tment of Basic Education. Education remains government’s apex priority as reflected in the president’s state of the Nation Address in februar y 2012. T Depar tment’s goal is to build a credible education system that will provide learners w a high quality education, regardless of their economic circumstances. The eradication o inequality is the most impor tant priority across all of government’s endeavours and is cer tainly a key priority in education.

The Delivery Agreement with the target of Outcome 1: Improved quality of basic education remains t DBE’s goal. Since 2010-11, the Department has prioritised the following four overarching outputs: •

Improve the quality of teaching and learning

•

Undertake regular assessments to track progress

•

Improve early childhood development and

•

Ensure a credible outcomes-focused planning and accountability system.

- Johann Wolfgang von Goethe.

Source: Insight kindly provided by Angela Lang.

I want to come to the end of my life not safe, sheltered, comfortable or complacent

EDUCATION HANDBOOK 2012

ONE gOAl: wOrKINg TOgETHEr TO ACHIEvE qUAlITy EDUCATION

CONNECT ON www.ED.Org.zA AND sHArE yOUr INsIgHTs

EDUCATION HANDB

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

the mantra of the current administration has been teachers, text and time. In the state of the nation

the sector is developing a strong partnership with civil society. the establishment of the national education collaboration trust (nect) has strengthened the partnership with civil society and galvanised stakeholders to unite in carrying out the goal of providing quality education.

2000

2001

2002

2003

2004

2005

2006

2007

2008

private (household) education spending

17.6

19.9

21.9

24.1

27.3

29.7

32.5

35.5

39.1

general government education spending

57.5

63.2

70.8

80.1

85.5

93.3

103.2

116.2

137.7

total private and government spending

75.1

83.1

92.7

104.2

112.9

122.9

135.7

151.7

176.8

Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

r billion

2006/07

2007/08

2008/09

2009/10

2010/11

table 2: spending on education by national and provincial departments, 2000 – 2011, current rand value. 2005/06

the resourcing and funding for the sector have experienced exponential growth from r127 billion in 2009 to r173 billion in 2013. there has been a marked growth in the number of nofee schools throughout the country and an increase in the number of schools and learners that benefit from the national school nutrition programme.

r billion

2004/05

the national strategy for learner attainment (nsla) covers grades r 12 with 104 activities delineating responsibilities at national, provincial, district up to school level, and focuses on making the classroom the central focus to guide action.

the dbe has initiated a teacher union collaboration which funds teacher unions through an evaluation process to train teachers in priority areas. a programme has been set up with the unions, to continually develop teachers as professionals. the endorsement of training providers and programmes is being undertaken through the sace cptd management system. the dbe’s longterm plan to improve the quality of education focuses on literacy and numeracy as well as science and languages. the funza lushaka bursary scheme for students wanting to teach in public schools is intended to increase the number of qualified teachers. last year, more than 3 000 graduates qualified for placement in schools in 2014.

table 1: government and household spending on education, 2000 to 2008, current rand value.

2003/04

there has been greater stability in the sector in curriculum implementation over the past five years. this has afforded teachers, learners and officials more time to familiarise themselves with the objectives of the curriculum. the dbe has developed and implemented a comprehensive strategy based on the action plan 2014 and the national development plan.

table 1 highlights the growth in education spending for the period 20002008.

2002/03

performance

trends In educatIon spendIng

2001/02

contrIbuted to Improved

address every year, the president has also emphasized this principle. the sector has been monitored to ensure that teachers are at school on time teaching. apart from the funza lushaka programme for initial teacher development, the sector has also focused on subject teacher knowledge gaps. pre and post training assessment has been carried out to measure the impact of training.

2000/01

factors that have

national spending

7.3

7.8

8.4

9.4

10.4

11.2

14.2

14.4

16.9

18.9

22.2

provincial spending

43.7

47.3

53.2

60.3

64.7

88.4

107.2

125.9

143

total departmental spending

51.1

55.1

61.5

69.7

75.0

83.2

93.1

102.7

124.1

144.8

165.2

Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

tHe basICs of eduCatIon spendIng

Source: Kruger & Rawle (2012) in Department of Basic Education, Macro Indicator Report, 2013

cELEBraTiNg 20 yEars OF dEmOcracy

A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

“Finance Minister Pravin gordhan’s prioritisation of education in his budget on wednesday deserves praise. the budget’s focus on education is correct, as it is only through widening the pool of skilled and highly-skilled job-seekers and entrepreneurs that south africa will be able to begin reducing the massive wage gap between the highest earners and low earners. the emphasis must move beyond fairer access to education and education facilities, and begin to focus on the quality of education and on improved education outcomes”. – witwatersrand university economist kenneth creamer.

Source: http://www.enca.com/south-africa/gordhans-education-priority-welcomed

hIghlIghts from the 2014 expendIture on

budget

educatIon and

Source: SAnews.gov.za. 26 February 2014

traInIng Source: Education for all (EFA). 2013 Country Progress Report: South Africa.

Education is the apex priority of government and has been the largest item on its budget for many years. There are four main sources of education expenditure:

spending by provincial government education departments;

spending by national education departments;

education spending by other national government departments (eg department of health); and

household or private consumption expenditure on education.

education will receive 20% (r254 billion) of government’s consolidated expenditure, which is the highest allocation to any social priority, continuing the trend to focus on education in allocating the budget. the money will be used to increase access to schooling and improve infrastructure in schools, which includes building 433 new schools over the next three years. provincial education departments also receive a big portion of the budget to pay teachers’ salaries. access to free education has increased sharply since the government introduced nofee schools in 2007. today, 60% of schools do not charge fees – up from 40% five years ago. according to the budget review, five million children had access to free education in 2007. this year, the number increased to 8.8 million. In recent years, there has also been a sharp increase in the number of children who attend grade r. the national school nutrition programme now feeds 8.7 million children. post schooling education and training accounts for about 21% of the total education spending, with r21 billion set aside for university subsidies and r19 billion for the national student financial aid scheme (nsfas) for bursaries and loans. the allocation to the nsfas will increase from r5.1 billion (2013) to r6.6 billion in 2016. this will increase the number of further education and training bursaries to 292 000 and will assist over 236 000 students to attend university in the next three years.

CHapteR 1 | A REVIEW OF THE CURRENT STATUS OF THE EDUCATION SYSTEM

Chapter two

THE LEARNER AT THE CENTRE OF EDUCATION

Too ofTen, The focus in The educaTion secTor is on The developmenT of policy by differenT sTakeholders and There appears To be a lack of a common vision for working TogeTher To achieve qualiTy educaTion. by placing The learner aT The cenTre of educaTion, educaTion leaders can focus on a common purpose: ensuring qualiTy educaTion for all children.

“We pass through this World but once and opportunities you miss Will never be available to you again.” – nelson mandela. take the lead in inspiring tomorrow’s leaders with the future stars awards.

Connect with the education leaders on www.ed.org.za or contact Argo on +27 (0)21 865 2813 or info@argo.org.za to be part of the Inspiring Future Stars Awards. www.argo.org.za | facebook: argo marketing | twitter: @argo_marketing

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! MOTIVATING ASPIRATIONAL YOUTH TO BELIEVE IN The DBE has focused on developing and implementing AND IN EDUCATION’S POWER TO HELP THEM assessments so thatTHEMSELVES progress can be tracked and ACHIEVE THEIR DREAMS. areas for development identified. The Annual National Assessments (ANA) and the National Senior Certificate (NSC) now a foundation So many of our young to peopletrack don’t have progress The future lies in the handsoffer of the youth. The National and Youth Development the power of this support that keeps The brilliant young minds who take charge Agency (NYDA) showed their support guide future policy development. But assessment on its them working hard to build a better today will be the pioneers of a brighter and by distributing posters to 14 of their future, our youth today struggle with better tomorrow. of theinspire 1.2 million branches encourage youth own willSadly, not andas motivate learners to tobelieve into enter. lack of finances, absence of parents, peer children who start school every year, only According to the NYDA Executive pressure, to drug change and alcohol abuse, which world. 5% will complete a university That’s Chairperson Yershen Pillay, “The NYDA the power ofdegree. education their What’s leaves them with an easier option – to why Argo is trying to inspire talented young cannot alone address the challenges needed areStars. initiatives that give up. That’s build why Future learner Stars Awards confidence minds to become Future faced by South Africa’s and youth and we recognise the future stars out there – therefore welcome and promote all kinds encourage learners to remain in the system, so that they those learners willing to stand in lines that As a multimedia communications company, of collaborated efforts by government, go onhigher for kilometres education, in the blistering sun Argo passionate about supporting civil and the private sector. We canis progress towards associety education for the hope of a university education. achievers and making a positive impact commend the Future Stars Campaign inhas South Africa’s education sector. Argo as the key factor in addressing especially for its focus on Education and been identified believes that this can be done through The Future Stars Awards campaign has Skills Development which remains one of unemployment inequality. collaboration between governmentand and been made possible through sponsorship the NYDA’s Key Performance areas.” private sector to work towards quality education for all. This is why Argo has launched many education focused platforms to live up to their brand values, which is to inform, involve and inspire more youth every year. The Future Stars Awards, currently in its third year running, is aimed at aspirational youth between the ages of 16-21, to motivate them to believe in themselves and in the power of education and how this can help them achieve their dreams. With the massive 6 year success of Stars in Education, through which Argo recognises and rewards the most inspirational and dedicated teachers in the country, they decided to launch a campaign for the aspirational youth. Motivated teachers can only really make a difference when they deal with pupils who are inspired to learn.

Having someone who believes in you is a powerful motivator that gives you the support you need to realise your full potential.

FUTURE STARS 22 IS PROUDLY SPONSORED BY:

by these well-known and sustaining brands, Capitec Bank, NYDA, TSB Sugar, Mindset TV, and Metro FM to lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape. This year, finalists were provided with prizes by Eduloan, Van Schaik Bookstore and Massmart. To mention, Eduloan has offered laptops and the option of having student loans paid off as part of their generous support of the campaign. “Being a part of the Future Stars Awards 2014, project aligns to our corporate mandate of being the catalyst for changing lives through education. Eduloan understands the importance of molding future generations with relevant skills in order for them to be effective contributors to the economy” according to Charlotte Smit, Marketing and Sales Executive at Eduloan.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION Growing the Future www.tsb.co.za

Metro FM is a proudly South African leading brand. The station is rooted in its heritage and has always been a leader in ensuring that we empower the previously disadvantaged as well as recognising and acknowledging leaders who stand out because they are authentic, courageous, purposeful people with integrity. These leaders have displayed willingness to give more than to receive in their communities. Mindset TV is proud to be associated with the Future Stars Awards. As an organization, we strive for the personal, social, cultural and economic development of all young people in Africa through education. Campaigns such as the Future Stars Awards are initiatives we aspire to associate ourselves with as these highlight the importance of investing in the future of our youth and finding ways to uplift and provide opportunities for a bright future. Future Stars is a campaign that nurtures the brilliant young minds of today who will become the bright stars of tomorrow.

EDUCATION HANDBOOK 2014

stars in education Teachers’ awards, which honours argo has launched the future stars awards, which teachers and their community projects, argo encourages learners to believe in themselves and thought it was high time that they honour young the power of education to change their world. The people who are just as inspiring and dedicated to campaign is designed to encourage learners to improving themselves and their communities. identify future career aspirations and then identify what study programmes will enable them to achieve these dreams. learners and students develop their future stars is targeted at youth under the age of 21 digital competencies, as entry and peer voting and recognises and rewards2013 those young people who WINNERS Building leaders for South Africa, THE CAMPAIGN IS IN is hosted on www.SAstudy.co.za, a youth portal are working hard to achieve their dreams. it aims to 1 Reitumetse Molaoa starts with youth campaign like the THEyouth THIRD YEAR AND (Winner) designed to inform, involve and inspire to motivate these youth, who may not have strong Future Stars Awards! from Bloemfontein is working toIS SHOWING STRONG make decisions about future study. The finalists are parental or teacher support,wards to believe in themselves becoming an Environmental recognised across national media and offer vital GROWTH: and in education’s power to help them do and to Biotechnologist. As this a mentor OBJECTIVES OF THE young students, she aims to be a role models for the broader community, to inspire offer them advice on their future development. CAMPAIGN: role model to help young people • become The online voting platform was introbelief in the potential of our youth to the discover their potential. “I hope duced in 2013 to The streamline thedoes shortnot, however, just impact winners. leaders in south award someone will invest in me, so that 1.future Provide support to our africa. youth who listing process, which is hosted on I can it forward one day”. by hosting the campaign on thepay www.SAstudy.co.za may not have strong parental or www.SAstudy.co.za. Inportal 2014 theitto2 study hopes to inform the youth of their teacher support to believe in them Mudanalo Mukhuwana from tal amount of 227 entries was received, study options and to use this The and offer them advice on their future Capeuseful Town isresource. showing the world of which 175 qualified (main reason for fuTure campaign also aims to provide vital role that women can models succeed for at anydevelopment. sTars: the disqualification was age). Each enby pursuing her career all of our youth by enabling thing, the youth to involve their in trant had to campaign themselves on Marine Engineering. “I want to be supporTing 2. Involve their peers in voting for them, peers in voting for them, and profiling finalists across the Chief Engineer of a ship in 10 social media in order to get friends and to provide vital role models for our a range of multimedia platforms that reach both years and to prove woman can do family to vote for them. The top 10 young youth. The dreams campaign receives subthat! Most of my efforts are tarurban and rural youth. Future Stars are chosen based on their geted at inspiring women in the stantial media support to encourage individual number of votes. way I live my life”. a bright young south african once said: “having entries and voting and finalists are Bright Khumalo, one of the 2012 future stars someone else believe you besides you makes 3 profiled across a range ofin multi-media winners, was the first person in his familyfrom to ever Penny Mchunu Pretoria • canFor the 2014 campaign, we welcomed oneplatforms realize that anyone else out there have that to reach both urban and that she change our finish school and attend believes university. hecan believes Mindset TV and Metro FM on board belief you too.” These are the words of one of the country by choosing to become ruralinyouth. thatmedia being able to use the english language again to deliver great coverage. an economist and she has a burn2012 winners of the future stars awards, kimberley well is key to achieving one’s ambitions so in ing desire to bring and fairness shethefelt that argo 3.roos. Inform youth about of believed study op- in her dream of spend across our country. “I • This year, the campaign also received he dreams of starting a language school thatcan’t tions. This is achieved byactress hosting and the owning her own becoming a successful overlook I need to fix support from youth organisations specialises in english proficiency tounfairness. help youth from campaign on the leading study portal it. And I’m doing it for my mom production company and with that confidence she like NYDA, IkamvaYouth, LoveLife, areas to master this medium of underprivileged and the children out there”. encourage waswww.SAstudy.co.za able to pursue thistoeven more vigorously. Activate Leadership and TSiBAfor future purposes. he told argo communication 4 them to access this vital resource for Education, who supported the awards fromthat Tsomo that being a Future Star Dumisa helped Thethiwe him realise further study. This is the confidence and support that argo is studying Entrepreneurship and online and isalso “sticking via certainto national what you believe in pays off”. Leadership and wants to open hoping to instil in many young, aspirational people branches. Prizes were sponsored by FUTURE STARS TO DREAM BIG! an NGO for youth development every year by rewarding them with the future Eduloan, Van Schaik Bookstore and in his community. “I believe that stars award for their dedication to theirMassmart. vision for youth leadership “Argo has not only played a huge skills roleareinthe key a brighter future. by acknowledging their passion to but the future. wantbeen to take the my academics financially, it has Ialso youth to their full potential and to for education, argo also hopes to • inspire Since many the launch of the campaign my mentor, keeping megetmotivated chase them back totoschool”. in 2012, the campaign has seen a other young south africans to take positive action my dreams faster than 5 I used to,” he said. phenomenal growth in support as in their lives. Zikhona Ngumbela from Cape more brands realize what a crucial Town dreams of working with businesses, gettingthe them to change campaign The like this plays he in the money received through winning award The awards was created in 2012 and theyrole are aargo’s our communities by using their the youth. was used to pay off outstanding university fees and latest by multimedia com munications inspiring company, CSI effectively. “I am a changeto buy a laptop for working on his argo, in 2012 and is their latest initiative in their maker thatassignments. believes in change – Online voting on and I don’t need a job title to do overall goal to inspire, inform and uplift those I want to leave legacy and www.SAstudy.co.za working in the education sector. having seen for such a young initiative,it.the award hasagrown in be youth leader”. encourage digital theto success and growth of their other initiative, leaps and bounds. @FutureStarsSA #DreamItBelieveItDoIt skills.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! in its first year – 2012 – the awardsMOTIVATING received 216 ASPIRATIONAL YOUTH TO BELIEVE IN entries. The following year it received 318 of which THEMSELVES AND IN EDUCATION’S POWER TO HELP 273 qualified according to set criteria. The main ACHIEVE THEIR DREAMS. reason for disqualification was entrants not being within the allowed age limit. 2013 also saw the introduction of the online voting platform, aimed the of shortSo many our young people don’t have The future lieswhich in the hands of to the streamline youth. listing process. argo received a total the number power of of this support that keeps The brilliant young minds who take charge 15 147 (of which the topand 10 campaigned them working tohard to build a better today willvotes be the pioneers of a brighter accumulate a total 11 120 future, as our youth today struggle with better tomorrow. Sadly, of of the 1.2 votes). million lack of finances, absence of parents, peer children who start school every year, only drug and alcohol abuse, which 5% complete university degree. That’s In will 2012, aparta from Argo, only Metro pressure, FM sponsored them with an easier option – to why is tryingIn to inspire theArgo awards. 2013 talented it was young joined leaves by five other give up. That’s why Future Stars Awards minds to become Future Stars. sponsors: Capitec Bank, TSB Sugar, Supersport, the recognise the future stars out there – National Youth Development Agency and Mindset those learners willing to stand in lines that As a multimedia communications company, TV. go on for kilometres in the blistering sun Argo is passionate about supporting for the hope of a university education. achievers and making a positive impact Tsb sugar’s general manager of corporate affairs, in South Africa’s education sector. Argo vusi khoza, said the company was “extremely believes that this can be done through The Future Stars Awards campaign has excited” to be part of the initiative because it collaboration between government and been made possible through sponsorship speaks to the company’s the private sector to work towards ethos quality ofbygrowing these well-known and sustaining future as well as “our commitment to education and education for all. brands, Capitec Bank, NYDA, TSB Sugar, enterprise development and offer inspiration Mindset TV, and and Metro FM to lend even hopeis for future our beautiful further credibility to the initiative. By This whythe Argo has oflaunched many country”. aligning with this campaign and working education focused platforms to live up together, sponsors have shown their to values, is to inform, astheir onebrand of the 2013which future stars winners, Reitumetse genuine herself. commitment to a better future involve andisinspire moreworking youth every year.to further Molaoa not just hard and have built brand The Future Starspursuing Awards, currently its apart from a bscinhonours degree in affinity, making a real impact on the education landscape. third year running, is aimed at aspirational extreme biochemistry at university of the free youth ages ofother 16-21, to students to use state,between she alsothe mentors young motivate them to believe in themselves year, finalists were provided with education to improve their prospectsThis for a brighter and in the power of education and how prizes by Eduloan, Van Schaik Bookstore future. this can help them achieve their dreams. and Massmart. To mention, Eduloan has offered laptops and the option of having winning this award has given her confidence, raised student loans paid off as part of their With the massive 6 year success of Stars in her profile to one of inspirational role model to the generous support of the campaign. Education, through which Argo recognises bloemfontein community and has made her “an and rewards the most inspirational and educational leader thus increasing my influential dedicated teachers in the country, they “Being a part of the Future Stars capacity”. decided to launch a campaign for the Awards 2014, project aligns to our aspirational youth. Motivated teachers can corporate mandate of being the catalyst with themake direction and positive identity only really a difference when theysense for of changing lives through education. that the awards have given her, she hopes to inspire deal with pupils who are inspired to learn. Eduloan understands the importance of other young people and be part of building nation molding afuture generations with relevant Having who believes skills ininspiring order for them to be effective that issomeone “motivated enoughintoyou produce isachievers a powerfuland motivator gives you contributors to the economy” according future that leaders”. the support you need to realise your to Charlotte Smit, Marketing and Sales full potential. Executive at Eduloan.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

THEM

The National Youth Development Agency (NYDA) showed their support by distributing posters to 14 of their branches to encourage youth to enter. According to the NYDA Executive Chairperson Yershen Pillay, “The NYDA cannot alone address the challenges faced by South Africa’s youth and we therefore welcome and promote all kinds of collaborated efforts by government, civil society and the private sector. We commend the Future Stars Campaign especially for its focus on Education and Skills Development which remains one of the NYDA’s Key Performance areas.” Metro FM is a proudly South African leading brand. The station is rooted in its heritage and has always been a leader in ensuring that we empower the previously disadvantaged as well as recognising and acknowledging leaders who stand out because they are authentic, courageous, purposeful people with integrity. These leaders have displayed willingness to give more than to receive in their communities. Mindset TV is proud to be associated with the Future Stars Awards. As an organization, we strive for the personal, social, cultural and economic development of all young people in Africa through education. Campaigns such as the Future Stars Awards are initiatives we aspire to associate ourselves with as these highlight the importance of investing in the future of our youth and finding ways to uplift and provide opportunities for a bright future. Future Stars is a campaign that nurtures the brilliant young minds of today who will become the bright stars of tomorrow.

IT’S TIME TO TAKE THE LEAD Invest in our future leaders, who hold the power to shape our future. The youth of today are powerful influencers of each other, their parents and the government, as almost 50% of our population is under the age of 18. But they need support and leaders to believe in them. 2013 WINNERS Building leaders for South Africa, THE CAMPAIGN IS IN 1 starts with youth campaign like the THE THIRD YEAR AND Reitumetse Molaoa (Winner) Future Stars Awards!INTRODUCING THE FUTURE STARS CAMPAIGNfrom Bloemfontein is working toIS SHOWING STRONG wards becoming an Environmental The Future Stars campaign is designed to inspire our youth to believe in themselves and inAseducation’s GROWTH: Biotechnologist. a mentor to OBJECTIVES OF THE power to help them achieve their dreams. young students, she aims to be a CAMPAIGN: role model to help young people The online voting platform was introTo enter they simply• need to log onto SAstudy.co.za and tell us how as adiscover Future Star will: realise theirthey potential. “I hope duced in 2013 to streamline the short their dream. someone will invest in me, so that 1. Provide support to our youth who listing process, which is hosted on I can pay it forward one day”. may not have strong parental or www.SAstudy.co.za. In 2014 the to2 teacher support to believe in them Mudanalo Mukhuwana 5 GREAT REASONS SUPPORTING FUTURE STARS OFFERSfrom tal amount WHY of 227 entries was received, and offer them advice on their future Cape Town is showing the world of which 175 qualified (main reason for GREAT ROI that women can succeed at anydevelopment. the disqualification was age). Each enthing, by pursuing her career in By investing traditional spendthemselves in inspiringonour key influencers – aspirational youth, trantadvertising had to campaign Marine Engineering. “I want to be 2. Involve their peers in voting youfor arethem, positioning your brand at the heart of society – EDUCATION. the Chief Engineer of a ship in 10 social media in order to get friends and to provide vital role models for our brandand as to theprove leaderwoman in society. Education has the power to create a better future for all and position your years can do family to vote for them. The top 10 FACT: A research survey conducted across 10 of the world’s largest countries by of GDP that taryouth. The campaign receives subthat! Most myrevealed efforts are Futuresay Stars chosen on their at inspiring women in the 93 encourage per cent of consumers theyare would buybased a product because of its geted association with a good cause stantial media support to individual number of votes. way I live my life”. (The Telegraph, November 2011). entries and voting and finalists are 3 profiled across a range ofMaking multi-media multiplication simple Penny Mchunu from Pretoria • For the 2014 campaign, we welcomed platforms to reach bothTake urban the and frustration out of working out what media works for engagingbelieves the youth. with Argo our thatPartner she can change Mindset TV and Metro FM on board to create a multimedia campaign, which informs, involves and inspires our youthbyand the friends and country choosing to become rural youth. again to deliver great media coverage. economistthat and goes she has a burnfamily that they influence. By investing in a 6 month campaign, you build aanrelationship beyond ing desire to bring fairness in night stand. 3. Inform the youth about aofone study opspend across our country. “I can’t • This year, the campaign also received tions. This is achieved byGreat hosting the by partnering with non-competing brand leaders, your budget ROI goes unfairness. further andI you overlook needare to fix support from youth organisations campaign on the leading instudy it. AndinI’m doing itcampaigns). for my mom line portal with the globallike trend of co-sponsorship (consumers no longer believe “owned” NYDA, IkamvaYouth, LoveLife, and theinfluence childreneveryone out there”. www.SAstudy.co.za toThere encourage is also no wastage as the campaign focuses on the key trend setters, who else. Activate Leadership and TSiBA 4 them to access this vital resource for Education, supported theinto awards Credible and relevant Argo’s who ongoing research national policy and education researchfrom and our Dumisa Thethiwe Tsomo further study. studyingthat Entrepreneurship strategic partnershipsonline with youth organisations the social leadersisensures the campaign is and and also via certainandnational Leadership and wants to open grounded in reality and relevant Prizes to nation building. branches. were sponsored by FUTURE STARS TO DREAM BIG! an NGO for youth development Eduloan, Van Schaik Bookstore and and they in Building a better future Our youth represent our future need the support canthat his all community. “I they believe Massmart. youth leadership skills are the key get to build a better future for all of us. to the future. I want to take the youth to their full potential and to • Since the launch of the campaign CREATE STRATEGIC IMPACT = INFORM, INVOLVE AND INSPIRE get them back to school”. in 2012, the campaign has seen a 5 THE KEY INFLUENCERS TO SUPPORT YOUR BRAND AND THEIR phenomenal growth in support as Zikhona Ngumbela from Cape FUTURE. more brands realize what a crucial Town dreams of working with businesses, getting them to change role a campaign like this plays in the our communities by using their inspiring the youth. CSI effectively. “I am a changemaker that believes in change – Online voting on and I don’t need a job title to do it. I want to leave a legacy and be www.SAstudy.co.za Connect with us to make a difference and influence our future: youth leader”. totelencourage digital +27 (0)21 865 2813 | fax +27 (0)21@FutureStarsSA 865 2166 | email info@argo.org.za #DreamItBelieveItDoIt skills. www.argo.org.za

FUTURE STARS CELEBRATINg 20 yEARS OF DEmOCRACy IS PROUDLY Growing the Future SPONSORED BY: www.tsb.co.za

INSPIRING SOUTH AFRICA’S FUTURE STARS TO DREAM BIG! MOTIVATING ASPIRATIONAL YOUTH TO BELIEVE IN THEMSELVES AND IN EDUCATION’S POWER TO HELP THEM ACHIEVE THEIR DREAMS.

The future lies in the hands of the youth. The brilliant young minds who take charge today will be the pioneers of a brighter and better tomorrow. Sadly, of the 1.2 million children who start school every year, only 5% will complete a university degree. That’s why Argo is trying to inspire talented young minds to become Future Stars. As a multimedia communications company, Argo is passionate about supporting achievers and making a positive impact in South Africa’s education sector. Argo believes that this can be done through collaboration between government and private sector to work towards quality education for all. This is why Argo has launched many education focused platforms to live up to their brand values, which is to inform, involve and inspire more youth every year. The Future Stars Awards, currently in its third year running, is aimed at aspirational youth between the ages of 16-21, to motivate them to believe in themselves and in the power of education and how this can help them achieve their dreams. With the massive 6 year success of Stars in Education, through which Argo recognises and rewards the most inspirational and dedicated teachers in the country, they decided to launch a campaign for the aspirational youth. Motivated teachers can only really make a difference when they deal with pupils who are inspired to learn.

Having someone who believes in you is a powerful motivator that gives you the support you need to realise your full potential.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

So many of our young people don’t have the power of this support that keeps them working hard to build a better future, as our youth today struggle with lack of finances, absence of parents, peer pressure, drug and alcohol abuse, which leaves them with an easier option – to give up. That’s why Future Stars Awards recognise the future stars out there – those learners willing to stand in lines that go on for kilometres in the blistering sun for the hope of a university education. The Future Stars Awards campaign has been made possible through sponsorship by these well-known and sustaining brands, Capitec Bank, NYDA, TSB Sugar, Mindset TV, and Metro FM to lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape. This year, finalists were provided with prizes by Eduloan, Van Schaik Bookstore and Massmart. To mention, Eduloan has offered laptops and the option of having student loans paid off as part of their generous support of the campaign. “Being a part of the Future Stars Awards 2014, project aligns to our corporate mandate of being the catalyst for changing lives through education. Eduloan understands the importance of molding future generations with relevant skills in order for them to be effective contributors to the economy” according to Charlotte Smit, Marketing and Sales Executive at Eduloan.

Building leaders for South Africa, starts with youth campaign like the Future Stars Awards!

OBJECTIVES OF THE CAMPAIGN: 1.

THE CAMPAIGN IS IN THE THIRD YEAR AND IS SHOWING STRONG GROWTH: •

Provide support to our youth who may not have strong parental or teacher support to believe in them and offer them advice on their future development. Involve their peers in voting for them, to provide vital role models for our youth. The campaign receives substantial media support to encourage entries and voting and finalists are profiled across a range of multi-media platforms to reach both urban and rural youth. Inform the youth about of study options. This is achieved by hosting the campaign on the leading study portal www.SAstudy.co.za to encourage them to access this vital resource for further study.

•

For the 2014 campaign, we welcomed Mindset TV and Metro FM on board again to deliver great media coverage.

•

This year, the campaign also received support from youth organisations like NYDA, IkamvaYouth, LoveLife, Activate Leadership and TSiBA Education, who supported the awards online and also via certain national branches. Prizes were sponsored by Eduloan, Van Schaik Bookstore and Massmart.

FUTURE STARS TO DREAM BIG!

•

Online voting on www.SAstudy.co.za to encourage digital skills.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

The online voting platform was introduced in 2013 to streamline the short listing process, which is hosted on www.SAstudy.co.za. In 2014 the total amount of 227 entries was received, of which 175 qualified (main reason for the disqualification was age). Each entrant had to campaign themselves on social media in order to get friends and family to vote for them. The top 10 Future Stars are chosen based on their individual number of votes.

Since the launch of the campaign in 2012, the campaign has seen a phenomenal growth in support as more brands realize what a crucial role a campaign like this plays in the inspiring the youth.

@FutureStarsSA #DreamItBelieveItDoIt

2013 WINNERS Reitumetse Molaoa (Winner) from Bloemfontein is working towards becoming an Environmental Biotechnologist. As a mentor to young students, she aims to be a role model to help young people discover their potential. “I hope someone will invest in me, so that I can pay it forward one day”. Mudanalo Mukhuwana from Cape Town is showing the world that women can succeed at anything, by pursuing her career in Marine Engineering. “I want to be the Chief Engineer of a ship in 10 years and to prove woman can do that! Most of my efforts are targeted at inspiring women in the way I live my life”. Penny Mchunu from Pretoria believes that she can change our country by choosing to become an economist and she has a burning desire to bring fairness in spend across our country. “I can’t overlook unfairness. I need to fix it. And I’m doing it for my mom and the children out there”. Dumisa Thethiwe from Tsomo is studying Entrepreneurship and Leadership and wants to open an NGO for youth development in his community. “I believe that youth leadership skills are the key to the future. I want to take the youth to their full potential and to get them back to school”. Zikhona Ngumbela from Cape Town dreams of working with businesses, getting them to change our communities by using their CSI effectively. “I am a changemaker that believes in change – and I don’t need a job title to do it. I want to leave a legacy and be youth leader”.

INTERVIEW WITH TWO OF OUR 2013 FUTURE STARS WINNERS

REITUMETSE MOlAOA

What does being a Future Star mean to you? What is the impact of having sponsor believe in you? Because the Future Stars Awards aim to support achievers, to motivate them to believe in themselves and in education’s power to help them achieve their dreams, I believe that this sentiment resonates well with me. Holding the 2013 Future Stars Awards title has given me high influential capacity and allowed me to expand my involvement in mentorship. I believe that given enough guided direction and a good sense of identity will help build a nation that is motivated, enough to produce inspiring achievers and future leaders. The Future Stars Awards has also taught me to exploit every opportunity that comes my way, thus I used Future Stars as my leverage and I did not limit myself to the scope of networking. Future Stars has exposed me to professionals like TSB Sugar’s Vusi Khoza. Argo is doing a good job in helping young people realize their full potential.

How has the Future Stars Award assisted you in pursuing and continuing with your dream? Future Stars Awards has assisted me to continue being an inspirational role model to the community and amongst my peers, making me an educational leader and thus increasing my influential capacity.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

DUMISA THETHIWE

Future Stars has increased my confidence and I am currently pursing my BSCHons degree in Extreme Biochemistry at University of the Free State and looking forward to endless possibilities.

What advice would you give to the youth? What attitude do they need to have? Youth are future leaders of this world and as a result great responsibility lays upon you. Be exemplary in everything you do. Youth should possess a winning

attitude and keep in mind that a winner takes all.

What are your goals and dreams? I am enthusiastic in everything I focus my energy on, I am goal and achievement oriented, persistent and hardworking. I believe that with everything I am involved in, every day I am being propelled to achieve my goals. I believe that education is my forte and I will excel in it. I am an active dreamer and I believe that ambition knows no boundaries and so do I.

I am excited to hold the Future Star title and I am going to use this opportunity to further leverage myself, to network and in the process learning ways that would make me a better person. However I feel that I also have a duty to make sure that young people take pride and prioritise education. Given this opportunity I can contribute to shaping the future of our country. I am involved in mentorship programmes and one of the things that I feel very strongly about is Youth Development, particularly in the aspects of academic and leadership excellence. With that said, a couple of students from my university and I are involved in a project called Community Service learning where we render our university acquired knowledge to help disadvantaged high schools around Bloemfontein in science subjects (maths, physics, life sciences and chemistry). In line with celebrating youth month; it has made me realize that the youth needs guidance. If we are given enough mentoring and opportunity we can be great. By opportunity, I mean that seeing that I want to pursue a career in Environmental Microbiology, I need someone to believe in me, I need someone to invest in me. Invest in the future of this country, so we can be the best this country has ever seen. Once again to the sponsors; TSB Sugar, Capitec Bank, NYDA, Mindset TV, Metro FM and Argo. Thank you for showing interest in the future of South Africa, I sincerely hope that the same passion and enthusiasm will spill over into your lives as you try to improve the lives of others”.

I am Dumisa Thethiwe, one of the top 5 Future Stars of 2013. I promised to open up an NGO, and I am proud to say that it has started already. I have reached more than 1000 youth already as I hosted an event bringing 5 actors from Generations to motivate the students of 5 high schools and 7 primary schools and the general youth in those communities. Also I gave more than 800 school shoes and 487 Uniforms to learners who were not attending school as well as to others that were already in school. The meaning of this was to motivate them into going back to school while also supporting those who are at school.

Now I have confidence on what I am doing after being recognised as a Future Star. Before being a Future Star, I was more involved on youth development but not getting the support I needed. But now my organisation is registered through help I got from Argo.

What did being a Future Star mean to you? What is the impact of having sponsor believe in you?

How has the Future Stars Award assisted you in pursuing and continuing with your dream?

Being a Future Star tells me that nothing is impossible. If you can imagine it, then you can do it. As a boy from a rural area I never thought that South Africa, more especially Argo, could believe in me and youth who are from poor backgrounds. That we can do something to change the world.

First, I may say that the moment I was awarded the Award my life changed. More people believe in me as they can see now what is my dream. Now I have more people to assist me with what I am doing.

FUTURE STARS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

What advice would you give to the youth? What attitude do they need to have? Be yourself don’t try to impress others. Make use of what you have to get what you don’t have. Be patient, things don’t come easily. Be surrounded by people that could help you reach your dreams.

What are your goals and dreams? In the next 5 years, I want to get a degree on Leadership. Also build the organisation building, so that I can be able to do all the tasks of the organisation which would be the Centre called Iqhayiya Lethu Youth Development Centre. Currently it’s operating from my mother’s house.

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

educaTion supporT for learners nelson mandela’s statement that education is the most powerful weapon which you can use to change the world, highlights the value of education. The government and society have prioritised education for all our children, and the focus is now on improving the quality of the education that is offered in south africa.

ACCEss To GRAdE R

“I am confident that performance in the education system is on an upward trend and all our interventions and programmes are

Source: General Househould Surveys, 2002-2011.

beginning to produce the desired outcomes. Learner achievement in both language and mathematics

according to the 2012 general household survey (ghs), nearly 37% of 0 – 4 year olds were attending an education institution. The table below shows the increase, from approximately 7% in 2002 to 37% in 2012, occurring in ecd access. Source: Statistics South Africa, General Household Survey: 2002-2012.

in the Foundation Phase is largely of adequate quality

Percentage of 0 to 4-year-olds attending educational institutions by province, 2002 – 2012 province

and level”

eastern cape

- The minister of basic education, Angie Motshekga.

an early sTarT makes

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

9.3

14.2

12.5

17.5

18.8

18.6

20.3

29.5

32.6

32.9

37.8

free state

6.8

11.3

11.8

20.4

20.2

21.2

36.8

33.4

38.2

46.7

gauteng

11.9

18.8

18.3

21.7

28.4

25.4

43.5

42.6

43.6

45.7

kwaZulu-natal

4.9

8.1

7.3

7.2

7.9

10.4

11.7

23.7

25.1

24.9

27.9

limpopo

5.3

10.1

11.8

13.4

17.6

15.5

14.5

27.9

29.6

42.1

37.3

mpumalanga

5.2

8.4

13.1

11.3

13.5

12.4

16.2

28.1

28.5

28.8

north west

6.7

11.1

8.9

11.8

8.3

15.6

21.8

26.7

32.9

northern cape

3.4

5.1

4.1

8.6

14.2

10.6

19.3

21.1

26.9

25.6

western cape

10.3

14.1

14.3

19.1

14.1

14.4

27.6

39.4

36.2

39.6

7.5

12.1

14.8

16.6

16.5

16.7

29.8

32.3

34.5

36.5

national

a difference research commissioned by the dbe has found that the introduction of grade r improves learner performance and this has resulted in access to grade r expanding significantly over the past decade. between 2003 and 2012, grade r enrolment in public and primary schools has more than doubled, increasing from around 300 000 to 735 000. according to statistics sa’s survey of households the percentage of children who participated in grade r in 2011 before going to grade 1 in 2012 was 94%. around 80% of grade r enrolment is in primary schools, with the remainder in separate pre-schools.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

Percentage of 5-year-old children attending educational institutions by province, 2002 – 2012 province

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

eastern cape

49.6

52.7

60.8

70.9

69.3

80.3

85.4

92.1

93.1

free state

33.3

54.7

56.3

55.6

59.2

61.3

60.4

79.1

81.8

86.4

gauteng

45.9

59.2

51.3

60.9

64.3

61.3

73.3

82.5

86.5

kwaZulu-natal

33.4

38.7

50.1

54.3

51.5

57.5

70.1

84.8

77.1

limpopo

43.1

55.7

68.4

73.2

76.6

71.8

74.3

92.7

95.9

93.8

mpumalanga

28.9

37.9

60.1

55.5

63.6

65.1

83.2

73.1

86.3

84.5

north west

36.6

42.8

48.2

47.4

50.5

45.7

53.2

66.8

73.8

86.4

21.5

34.2

25.9

55.2

46.7

59.1

80.1

78.3

78.1

71.1

western cape

41.2

53.7

49.6

63.3

65.7

52.2

53.5

79.1

69.5

75.9

73.9

national

39.3

48.1

51.9

59.3

61.6

60.2

63.2

78.3

83.4

84.8

84.6

northern cape

CELEBRATINg 20 yEARS OF DEmOCRACy

CHAPTER TWO

improving The qualiTy of early childhood developmenT it is not enough for children to be enrolled in grade r – children need to learn basic skills that will help them in grade 1 and beyond. The research conducted by the dbe shows that there are schools where the impact of grade r is extremely low. This finding underlines the fact that grade r teachers must be properly trained and learners must have access to good learning materials to perform in formal schooling.

The annual

THE LEARNER AT THE CENTRE OF EDUCATION

2011/2012 REVIEw

2013 ANA RESULTS

The anas were written by over 7.2 million grades 1-6 and grade 9 learners in september 2012. although not strictly comparable, because of the differences in administering of the anas in february 2011 and september 2012, the ana tests revealed an improvement in learner performance with regard to literacy and numeracy between 2011 and 2012.

The 2013 assessments were conducted in grades 1 to 6 and grade 9. The test administration of ana took place from 10-13 september in all public and state-funded, independent schools. over seven million learners sat for the tests.

2012 grade 3 Literacy 52%

+17%

12011 grade 3 Literacy 35%

increase

2012 grade 3 Numeracy 41%

+13%

2011 grade 3 Numeracy 28%

increase

2012 grade 6 Languages 43%

+15%

2011 grade 6 Languages 28%

increase

naTional assessmenTs (ana) The annual national assessments (ana) tests are designed to help the dbe to determine where support for learning and teaching is most needed. it is designed to help schools, teachers and communities know where the problems are, and to assess which schools can be used as role models for the country. The rhythm of these assessments has stabilised in the last three years with participation increasing from around half a million learners in 2011 to about seven million learners in 2013. as an indicator of the health of the education system, ana has yielded not only valuable information on the status quo, but has also pointed to those areas calling for urgent attention to improve performance.

The average learners’ performance in literacy in grade 3 was 52%, an improvement of 17% from the 35% in 2011. The average learners’ performance in grade 3 numeracy was 41%, an improvement of 13% compared to 28% in 2011. in grade 6, the national average performance in languages was 43% (home language) and 36% (first additional language), compared to 28% in 2011. The improvement of 15% in home language brought the sector closer to its target of 60% in 2014. The ana in grade 9 was written for the first time in 2012. disappointingly, grade 9 results for mathematics averaged 13%. provincial performance ranged from 7 to 17%. These results illustrate problems in the quality of schooling in the later grades, with only 2% of learners achieving above 50% in the mathematics paper.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

summary table: Mathematics in 2012 and 2013 for Grades 1 - 6 and Grade 9. Mathematics 2012

Mathematics 2013

Grade

summary table: Home Language in 2012 and 2013 for Grades 1 - 3. Home Language 2012

Home Language 2013

Grade

summary table: Home Language in 2012 and 2013 for Grades 4 - 6 and Grade 9. Home Language 2012

Home Language 2013

Grade

CELEBRATINg 20 yEARS OF DEmOCRACy

summary table: First Additional Language in 2012 adn 2013 for Grades 4 - 6 and Grade 9. Mathematics 2012

Mathematics 2013

Grade

summary table: Percentage of learners achieving at least 50% of the Mathematics marks. Grade

Percentage of learners achieving 50% or more 2012

2013

Source: Report on the Annual National Assessment of 2013

while the ana results of 2013 point to an upward trend in most grades, efforts need to be strengthened to achieve the dbe’s 60% threshold of learners mastering the minimum language and mathematics competencies by the end of grades 3, 6 and 9. of particular concern, is the performance in mathematics at grade 9 level, where there seems to be major challenges relating to teaching and learning. The minister has requested the ministerial committee on mathematics, science and Technology (msT) to investigate all factors contributing to the state of teaching and learning in this grade. information from ana will be leveraged further to direct teachers towards the specific subject knowledge and curriculum coverage required to ensure improvement in the future.

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

The naTional senior

In 2013, 439 779 learners out of 562 112 passed matric. This is an increase of 61 950 learners on the 2012 results (377 829).

cerTificaTe (nsc) Source:http://www.education.gov.za / Newsroom/Speeches/tabid/298/ctl/Details/ mid/2907/ItemID/3871/Default.aspx

The striking feature about the class of 2013 is that they were born and brought up in a democratic south africa, which has been fashioned by the values or the freedom charter, which is based on a rights culture making education a right and not a privilege.

2013

NSC PASS RATE INCREASE 78.2%

377 829 learners passed matric

67.8%

70.2%

73.9%

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

maThemaTics

physical science

2013 – 142 666 2012 – 121 970

2013 – 124 206 2012 – 109 918

regarding mathematics and physical science, the number of passes in mathematics, that is 142 666 in 2013, was 20 696 more than the 121 970 of 2012. The pass rate for mathematics was 59.1% in 2013. This is an improvement from 54% of 2012. The number of passes in physical science, that is 124 206 in 2013, was 14 288 more than the 109 918 of 2012. The pass rate for physical science in 2013 was 67.4% (it was 61.3% in 2012.) other indicators of quality are also on the upward trend. in respect of learners qualifying for a bachelor’s programme, the Action Plan 2014 had a target of 162 000 in 2013 and 175 000 (32%) in 2014. A figure of 171 755 was attained in 2013 and it was 136 047 in 2012. This is an increase of 35 708 learners.

2010

2011

2012

2013

EDUCATION HANDBOOK 2014

key interventions focused on improving performance in key gateway subjects and supporting underperforming schools and their principals are starting to get traction.

CELEBRATINg 20 yEARS OF DEmOCRACy

2010

2011

2012

2013

in total, 258 question papers were set, 9.1 million question papers were printed and written at 6 676 examination centres, supervised by 65 000 invigilators. a total of 8.7 million scripts were marked by 35 000 markers at 118 marking centres.

2009

5.1%

minister of basic education, mrs angie motshekga.

60.6% The education system is developing an upward trend in the nsc results. in the past four years, the pass rate has grown from 60.6% (2009) to 67.8% (2010) to 70.2% (2011) and in 2012 it was 73.9%. The pass rate for the class of 2013 is 78.2%, which surpasses the target of 75% which the dbe set for 2014. This is an increase of 4.3 % points on the 2012 results and an increase of 17.6% points since 2009. in 1995, when this cohort entered grade 1, the national pass percentage was 53.4% and 19 years later, the national pass percentage is 78.2%. The nsc growth is faster than the youth population growth in south africa.

“The 2013 results of 78.2% continue the upward trend in which we are sending a strong message that Basic Education under the new administration has the capacity to improve the quality of education in South Africa. Although a lot of work still needs to be done, there is overwhelming evidence that we are improving learner performance”

6.1%

2009

Source: http://www.dailymaverick.co.za/article/2014-01-07-africacheck-why-the-matric-pass-rate-is-not-a-reliable-benchmark-of-qualityeducation/#.Uy_292fNuAh

2012

The number of fulltime candidates writing the nsc has increased from 511 152 in 2012 to 562 112 in 2013 – an increase of 50 960 candidates. The number of part-time candidates who wrote in 2013 is 92 611 compared to 81 552 in 2012 (an increase of 11 059).

562 112 pupils

“when the 2013 matric class started grade one in 2002, there were 1 261 827 pupils. but by the time they came to sit for their final exams, their numbers had fallen to 562 112.”

439 779 learners passed matric

2008

2002 1 261 827 pupils

2013

20.1

19.9

23.5

24.3

26.6

30.6

The percentage of grade 12 learners who qualified for bachelor’s studies was 20.1% in 2008, 19.9% in 2009, 23.5% in 2010, 24.3% in 2011 and 26.6% in 2012. it has now increased to 30.6%. in 2013, learners also achieved 67 855 distinctions in 12 main subjects compared to 55 650 distinctions in 2012.

CHAPTER TWO

THE LEARNER AT THE CENTRE OF EDUCATION

provincial resulTs

The impacT of socio-

Eastern Cape achieved 64.9%, an increase of 3.5 percentage points from 61.4 in 2012.

economic facTors

Limpopo

achieved 71.8% in 2013, up from 66.9% in 2012, an improvement of 4.9%. limpopo improved their pass rate from 48.9% in 2009 to 71.8% in 2013, an increase of 22.9 percentage points.

The relatively good performance of limpopo in the nsc is encouraging. it is clear that limpopoâ&#x20AC;&#x2122;s secondary schools are doing a better job of producing quality nsc results compared to the rather poor performance in lower grades. an analysis of 2011 nsc results that looked only at schools serving predominantly african learners showed that 184 of the countryâ&#x20AC;&#x2122;s top-performing 500 such schools were located in limpopo.

Northern Cape achieved 74.5%, down from 74.6% in 2012, a small decline of 0.1 percentage points.

KwaZulu-Natal achieved 77.4%, an improvement from 73.1% in 2012, and an increase of 4.3 percentage points. mpumalanga

achieved 77.6%, up from 70% in 2012 and representing the second highest improvement of 7.6 percentage points. mpumalanga has improved their pass rate from 47.9% in 2009 to 77.6% in 2013, an increase of 29.7 percentage points.

Western Cape achieved 85.1%, up from 82.8% in 2012, an increase of 2.3 percentage points. gauteng achieved 87%, up from 83.9% in 2012, an improvement of 3.1 percentage points.

North West achieved 87.2%, up from 79.5%, and representing the highest improvement of 7.7 percentage points for the 2013 matric class. The top performing province for 2013 is Free State which has achieved 87.4%, up from 81.1%, an improvement of 6.3 percentage points, followed by north west, gauteng, the western cape, mpumalanga, kwaZulu-natal, northern cape, limpopo and then eastern cape.

socio-economic factors worldwide are a key determinant of education performance of different learners. despite these challenges, progress is starting to be seen in rural and township schools. a total of 1 832 schools coming from quintiles 1, 2 and 3 have scored an overall pass percentage of 80% and above. in terms of bachelor passes, a total of 78 407 learners from quintile 1, 2 and 3 schools obtained admission to bachelor studies. Therefore it is evident that schools coming from poor communities are demonstrating good performances which will be harnessed in the coming years. The notion that the schools from the more elite communities are propping up the pass rate is therefore invalid.

benchmarking and sTandardisaTion The dbe engaged in an international benchmarking process in 2002, 2007 and 2012 to improve the quality of question papers. in 2013, question papers for seven selected subjects for the 2012 nsc examinations were forwarded to cambridge international examinations, scottish qualifications authority and the board of studies new south wales for evaluation. The judgement made by these international bodies indicates that the standard of question papers has improved significantly and some of the aspects of these papers are comparable to the advanced levels of these international bodies. The quality assurance council, umalusi, also plays a critical role in protecting the integrity of the National Senior Certificate examination. After rigorous verification of all examination processes, they declared the 2013 nsc examinations as free, fair and credible. on 23 december 2013, umalusi convened the standardisation meeting at which performance in each subject was analysed statistically and qualitatively to ensure that current performance was in keeping with performance in previous years. umalusi was able to use raw scores for the majority of subjects. out of the 59 subjects that were standardised, raw scores of 38 were accepted. of those that were adjusted, 16 were taken down including mathematics, and only 5 were taken up.

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

performance in inTernaTional assessmenTs since 1994, the dbe has been committed to participating in international testing programmes such as Timss, pirls and sacmeq, in order to benchmark learner performance. The results confirm that sections of the education system are responding positively to the many interventions that have been introduced. The progress in reading and literacy study (pirls) reports on the performance of grade

CELEBRATINg 20 yEARS OF DEmOCRACy

4 and 5 learners in literacy while the Trends in mathematics and science studies (Timss) reports performance in mathematics and science in grade 9.

Trends in maThemaTics and science sTudies (Timss) The Timss showed that south africa has improved by 50% more than the average expected improvement over a four-year period. The results also

CHAPTER TWO

show that schools at the lower end of the performance spectrum (mainly schools in the less advantaged contexts) have registered impressive improvements. The improvement in mathematics of 67 Timss’ points between 2002 and 2011, or 7 points per year on average, is among the steepest seen by any Timss participant. only ghana has seen a steeper improvement over this period. The improvement is comparable to brazil’s achievement in the last decade, which represents the fastest and most consistent improvement in any international testing system in recent years. south africa has already exceeded 50% in the literacy and numeracy rate which the dbe was expecting to meet by 2015.

THE LEARNER AT THE CENTRE OF EDUCATION

INdICAToRs oF EduCATIoN quALITy: TIMss

province

mathematics

science

Timss 2002

Timss 2011

Timss 2002

Timss 2011

eastern cape

250

316

222

282

free state

291

359

280

341

gauteng

303

389

301

387

kwaZulu natal

278

337

253

308

limpopo

244

322

216

284

mpumalanga

287

344

266

326

north west

280

350

260

334

northern cape

340

366

357

368

western cape

414

404

421

409

National

285

352

268

332

Source: Taylor, S. 2013. Selected findings from the Macro Indicator Report.

The progress in reading and liTeracy sTudy (pirls) The pirls study showed that the baseline performance at grade 4 level was fairly low and lower than the performance of other countries in the same category, particularly in the indigenous languages. although overall there was no significant improvement in performance at grade 5 level, it must be noted that the proportion of grade 5 learners who were performing at the lowest level decreased remarkably compared to 2006. improvements are evident, albeit from a low base, and by learners who are not the most advantaged. performance patterns observed in the pirls study were similar to the Timss study (grade 9) and the national ana. There was remarkable improvement at the lower end of the scale but no appreciable corresponding increase at the top end. also, south africa’s top-performing schools still perform relatively lower than their counterparts in other education systems. The 2011 and 2012 ana results also revealed a number of well-resourced schools who are consistent underperformers. although south africa performs at a low level in comparison with the majority of countries (mainly industrialised economies) that participate in Timss and pirls, the most recent Timss study of 2011 shows a substantial improvement in both mathematics and science performance since 2002. The largest improvements were seen amongst the

CHAPTER 2 | THE LEARNER AT THE CENTRE OF EDUCATION

EDUCATION HANDBOOK 2014

CELEBRATINg 20 yEARS OF DEmOCRACy

schools serving poorer learners. when comparing south africa’s performance with that of other countries in the african region, we need to bear in mind that south africa has achieved near-universal access to schooling at the grades that are tested, whereas many other african countries have relatively lower enrolment rates.

The way forward The schooling sector needs to urgently reduce repetition and school dropout. we need to take practical steps to address inclusivity and excellence. consistent with strengthening curriculum implementation and providing quality education, the sector needs to continue with the support and monitoring of caps implementation. in addressing inclusivity and access, the implementation of caps for Technical high schools, south african sign language and the incremental introduction of african languages is a priority. dealing with the participation and success rate in mathematics in all grades and in particular senior phase and the further education and Training phase, the findings and recommendations of the maths, science and Technology (msT) ministerial Task Team need to be implemented. a focus on improving literacy, strengthening library and information services as well as implementing the findings and recommendations of the ministerial Task Team on the audit of reading programmes and the 2012 needu report on the status of reading in the foundation phase also need to be achieved.

CHAPTER THREE

03 Teachers and Teacher developmenT

The focus is on Teacher assessmenT and developmenT, buT a sTep has been missed. Teachers have been consisTenTly undermined by consTanT changes in The sysTem, sTrike acTion ThaT has undermined The professional sTaTus of Teachers and negaTive media, reporTing cases of Teacher misconducT. socieTy has losT respecT for The Teaching profession, which is impacTing on Teacher moTivaTion and resulTing in burn-ouT, which is causing Teachers To leave The profession. whaT’s needed is a naTional campaign ThaT recognises The cenTral role ThaT Teachers play in inspiring oThers – our youTh and our communiTies, so ThaT we recognise ThaT Teaching is a profession, which will moTivaTe Teachers To sTrive To live up To social expecTaTions.

RECOGNISING THE CENTRAL ROLE THAT TEACHERS PLAY IN OUR COMMUNITIES ANd IN INSPIRING OUR YOUTH TO bELIEvE IN THE POwER Of EdUCATION TO CHANGE THEIR wORLd.

Connect with us to be part of the inspiring Stars in Education Teachers’ Awards. Contact Argo on +27 (0)21 865 2813 or info@argo.org.za.

www.argo.org.za | Facebook: Argo Marketing | Twitter: @Argo_Marketing

CHAPTER THREE

IndIcators of educatIon qualIty: teacher traInIng and subject knowledge

Teacher developmenT

Teacher competence is a pressure point in the South African landscape. The lack of adequate teacher training has been diagnosed as a critical problem and is receiving according attention from all stakeholders involved – on a government level, public sector level and private industry level.

outcome 1 of the department of basic education’s (dbe) strategy is to improve the quality of teaching and learning, which includes improving teacher capacity and practices, and increasing access to quality learning materials. The focus is on building on strategies that have a direct impact on strengthening teaching and learning in the classroom. indicators of education quality from sacmeQ 2007 study indicate that content knowledge is relatively low compared to the investment in teacher training, compared to other african countries. The dbe has entered into an innovative partnership with the independent sector to enable training and mentoring of teachers of key subjects such as mathematics and science on the training platform provided by the independent schooling sector. This project is supported from the funza lushaka bursary programme. a programme focused on the teaching of problem areas in mathematics in grade 4 has also been developed in collaboration with the Japan international cooperation agency (Jica).

Reflections on the important role of teacher development

Source: SACMEQ 2007

At the core of the current situation lies the necessity for the development of teachers’ skills, starting with those that are currently in practice. This will gradually improve the overall level of skills and expertise within the South African educating/tutoring environment. Not only has the focus shifted to skills development becoming a lifelong process as opposed to obtaining a single qualification, but the recruitment of new teacher candidates from school level is also increasingly becoming a priority.

Teacher shorTages The Timss 2011 study highlighted the issue of vacant teacher posts, with south africa being the second worst out of 44 countries. The graph below highlights the issue. Source: TIMSS 2011

IndIcators of educatIon qualIty: vacant teacher posts

The department has also provided training to subject advisors on the development of multigrade annual Teaching plans for multi-grade schools. The multigrade annual Teaching plans will support the implementation of the caps and provide teachers with clear guidelines on how to teach and assess across different grades.

At the risk of a predicted shortage of qualified teachers by 2015, new teacher candidates are to be recruited from post-matric level already. According to statistics from the Department of Education (Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011 – 2015), between 394 225 and 384 938 teachers were employed across both public schools and independent schools in 2007. Further research indicates that 96% of teachers have a Senior Certificate; 30% have some academic qualification; and 89% have a professional teaching qualification of which only 18% are graduates who either have a four-year BEd degree or a degree with a PGCE or an equivalent. Of Grade R teachers, 88% do not have a pre-primary qualification (DoE 2009f: 8); of Foundation Phase teachers, 49% have a Foundation Phase qualification; of Senior Phase teachers, 18% have a Primary Phase qualification; of FET teachers, 49% had received training at an FET level (DoE 2009f: 176).

Register now for North-West University Educator Programmes Diploma in Grade R Teaching (Gr R) (NQF Level 6) Advanced Certificate in Education (ACE) (NQF Level 6) Honours Baccalaureus Educationis (BEdHons) (NQF Level 7)

Benefits of our tailored support to you: the programmes are tailored for year-round access using the open distance learning approach and there are no closing dates for applications; the programmes are conducted utilising various modes of delivery, which include paper-based learning and online support, as well as facilitation via interactive SmartBoards at over 29 centres nationally; SMS communication and excellent call centre support with over 84 exam centres available throughout the country, you do not need to travel far for your exam sittings; and you can become part of our Facebook community.

The implementation of post-provisioning norms has received urgent attention from the dbe across all the provinces. vacancies are being filled and issues relating to the processing of leave of absence, salaries and educator human resource management are currently being addressed.

chapter 3 | TEACHERS AND TEACHER DEVELOPMENT

EDUCATION HANDBOOK 2014

The experience level of teachers indicates that 83% of teachers in the profession have more than 5 years of experience and approximately 52% have more than 15 years of experience, while 3% have less than 1 year’s experience (DoE 2009f: 36). Teacher development in rural areas is another focus area requiring attention. Although the NPDE seems to have been of help for these teachers, further intervention will still be required in future (recent report on Research into Teacher Upgrading by the DoE 2009d). An added factor in the equation is the deteriorating status of the teaching profession. Solutions such as improving working conditions and recognition for teachers together with clearer career development are already being planned as government initiatives.

For more information contact OLG on 011 670 4850

Source: Edupeg

TEACHERS AND TEACHER DEVELOPMENT

The role of The curriculum and assessmenT policy sTaTemenTs (caps) caps address the gaps and challenges that have been identified in the national curriculum statements (ncs) to support improved classroom practice. reports coming from the sector indicate that the caps have been successfully implemented in the foundation phase and grade 10 in 2012. The provincial education departments (peds), together with the teacher unions, are taking teachers through the orientation workshops to ensure that the caps are properly implemented. The training emphasises expectations of curriculum coverage, management and delivery. The second phase of the implementation of the caps commenced at the start of the 2013 academic year in the intermediate phase and grade 11. preparation of policy documentation and orientation of officials has commenced for senior phase and grade 12.

CELEBRATINg 20 yEARS Of DEMOCRACy

CHAPTER THREE

TEACHERS AND TEACHER DEVELOPMENT

STARS IN EDUCATION TEACHERS’ AWARDS 2013 –

OUR WINNERS CELEBRATED

With World Teachers Day falling in October, it is the month where we celebrate teachers, acknowledging and honouring them for the crucial they play in the lives of The sTarsrole in that educaTion young learners as well as for the Teachers’excellent awards contribution that they make to society as a whole. The Stars in The strike Education action in 2007Awards, had anow in Teachers’ 7th year, rewards for their significant its impact on theteachers teaching contribution in their community and professioncelebrates and broader society, ‘bright spots’ and success which led to theinlaunch of the stories the education landscape where teachers go above and beyond Stars in Education Teachers’ the call of duty.

Awards. The awards are designed to recognise the central role that teachers play in inspiring General Manager, Corporate Affairs at TSB Sugar, Stars in Education Teachers’ Awards is the brainchild of others, by encouraging Vusi Khoza comments, “We are teachers extremely excited to Argo, a multi-media solutions provider focusing on the be a part of the Stars in Education Campaign. This Education Sector, that realised that teachers were not to enter the awards, and share incredible initiative speak directly to our ethos being recognised enough for the invaluable role they their how they are to education ‘growing theof future’ and our commitment played within their communities in projects outside the stories and enterprise development and offer inspiration and classroom. Staying true to its brand values “to inform, making a difference in the lives of hope for the future of our beautiful country.” involve and inspire”, Argo decided to start the Stars in Education Teachers’ Awards project in 2008. others. The finalists are profiled “Mindset TV has always been a reliable supporter of teachersmedia in South Africa, we produce relevant content Made possible by the generous and ongoing in leading to act as role in multi-media format in order to assist teachers to sponsorship of leading companies as Hatch Gorba, fordifficult otherconcepts teachers explain in their and classrooms. We TSB Sugar, Mindset TV, Metro FM and SACE,models these are excited to be the broadcast partner of Stars well-known and sustaining brands lend even further to alsoin build confidence in the Education Teachers’ Awards, the project that credibility to the initiative. By aligning with this recognises the important The role that teachers play in campaign and working together, sponsorsteaching have profession. profiling developing communities. Through this partnership, shown their genuine commitment to a better future social understanding of and we shall create awareness of teachers’ hard work and have built brand affinity, making a real develops impact dedication in educating the nation”. Mr Roith Rajpal, on the education landscape with a project the that ischallenges that teachers Mindset TV CEO. founded on real stories of hope and inspiration. face in the classrooms.

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

Metro FM has been involved with the Stars in Education Teachers’ Awards since inception. Metro FM is a proudly South African leading brand. The station is rooted in its heritage and has always been a leader in ensuring that we empower the previously disadvantaged as well as sTars in educaTion recognising and acknowledging leaders who stand out because they are authentic, awards: courageous, purposeful people Teachers’ with integrity. These leaders have displayed willingness to giveThe more than to receive in their communities. Journey guiding groups of young people Officer in their quest for Matseliso Dipholo, Chief Operations at SACE knowledge and is aindaunting comments, “We took anskills interest the Stars undertaking in Education sprinkled with trials as well as triumphs. butonly the Teachers’ Awards competition because it was not road travelled by teachers who go beyond the call focusing on what the teacher is doing in the classroom but an even rockiertoone and,asunfortunately, outsideof, duty this isisvery important SACE our mandate mostly unrecognised. in 2008ofthe team atduring argo is not is only limited to the behaviour teachers to expect changethem that.to be Professionals beyond school decided hours. We the call of duty and not do anything that will bring the now, six years later, argo looks back at the stories of profession into disrepute.” achievement by teachers that inspired their launch ofthe theStars starsininEducation educationTeachers’ Teachers’Awards awards. also, In 2013, project the support argo received from other organisations received a large amount of nominations in projects that enabled grow it into theneeds. proud awards addressing a vast them rangetoof community Entries it is today. were received from all over South Africa and ranged from keeping and healthy diseases in the learners wake offitone of the preventing biggest and most through better living. Creation of local homes for vulnerable damaging teacher strikes in south african history, argo, a multimedia solutions provider focusing on the education sector, realised that something had to be done to lift the status of the teaching profession again. one of the best ways to do that was to show that teachers play a vital role not just in a school, but also in uplifting communities.

children and orphans as well as being a community outreach hub that helps to empower the surrounding HIV/Aids-affected community. Fighting against drugs, alcohol and diseases whilst honouring cancer survivors, to a global initiative in to the raise awareness the dire schools in kroonstad, free state, thearound life skills rhino poaching situation in South Africa. The scope of and self-esteem to help prevent gangsterism and projects put forward is inspiring andprize showcases just how violence. mofokeng used the r10 000 money to many teachers are often going above and beyond hire venues for programme workshops. he told argo:the call of dutyyoung and influencing their leaders. communities. “These men are natural The difference is that before they were leading in gangs and now they lead a good “It ingives meway”. honour to commend the role that the teaching profession has played in my life in the past, inand 2010the viaresponsibility afrika, an educational publisher, realised that it has in our society today. the project’s potential and came on board as a The success of Hatch Goba depends on good quality sponsor. it’s ceo, christina watson, told argo that graduates whom we can employ out of universities south africa’s teachers are “amazing”. “The teachers each year. The graduates on the other hand can whose stories we read about make me realise just only be as good as the preparation that they have how critical at teachers to at ourthe future well-being as they obtained school,are and universities that a have nation. i am sure that the quality of the submisstudied at. sions is only going to improve in the years to come, We support Stars in Education, purely because and look forward to being part of it,” she said. teachers and all those who are involved in education, are the main actors for building a bright future for us, each year more and more teachers and pupils and our country” started to talk about the stars in education Mr. Trueman (Chairman, Goba) Teachers’ –awards. word Goba spread thanks to Hatch national radio and television such as metro fm and hectic 99/okuhle productions. more companies and organisations also wanted to be part of the action. by 2012 the number of sponsors for the awards, excluding argo, had grown from two to seven. They were the south african council of educators, mindset network, Transnet and Tsb sugar.

MAKING MATHS AND SCIENCE POSSIBLE The first call for entries went out in 2008. Argo asked DUNGILE MAPONYANE teachers to come forward and tell their stories of how they had tried to ease the socio-economic challenges that had made it hard their pupils learn. made In 2013 the extremely highforstandard of to entries judging difficult, but in the end it was Dungile Maponyane but only 12 entries came in. of Bathokwa Secondary from DUNGILE TRAINING MATHS AND SCIENCE CENTRE Limpopo) got The project had (Mokopane, been launched in thewho widely the biggest share of the votes in 2013. diary, so the low distributed national Teachers number of entries was a great disappointment. The argo team’s spirits were lifted, however, when they Nine years ago, Maponyane began giving extra lessons realised how high the quality of the entries was. to a demotivated and struggling learner, who, because of her help, distinctions in his Grade 12 exams. The Theachieved first ever Stars in Education Teachers’ Awards next year, other learners, having got wind of his success, winner was a man who recognised the destruction that arrivedcan at reign Maponyane’s looking for in the same help. if violencedoor is given a handle a community. This was how the Dungile Training Maths and Science when mokone peter mofokeng started teaching at Centremotswela was born.secondary It offers maths, commerce school science six yearsand ago, he heard extra lessons as well as assaulted vacation study camps forfrom learners that a gang had a teenage boy the all overcommunity. the province. mofokeng and a local pastor put their heads together to come up with the ‘alternatives Moponyane told Argo that the moment which to violence’ programme which would in give pupilsshe at heard she had won the award was a “moment of jubilee”.

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

roith rajpal, mindset network’s ceo, said the partnership with argo will “create awareness of teachers’ hard work and dedication in educating the nation”. “I am happy because the work that we are doing in the community and the country is recognised,” she said. by the time 2013 rolled in, the awards had grown so significantly that entries were now coming in from Moponyane’s success in this project has raised her profile all over the country. compared to seven entries in her community. Not only does it do this for her status, in its first year, there were 45 last year. The focus but it elevates the profile of South African teachers as a of the entries ranged from the creation of local whole. Stories like Moponyane’s have been profiled in the orphanages to old age care facilities, from water National Teachers Guide, which is distributed to 2 000 education to food gardening, and from brass bands schools and as a result Argo has received letters from to aerobics instruction. teachers, thanking them for the inspiration and sense of pride they get from hearing about these “stars”. It has The latest, exciting development for the awards also encouraged society to recognise teachers for their was the introduction in 2013 of online voting. contribution to communities and has the spin-off effect of opening the voting process to the wider encouraging learners to develop community values. com munity would not only make it fairer but it would also allow all south africans to actively This has beeninArgo’s main aimThe for the Stars in was Education participate the awards. response Teachers’ Awards along: raising profilein. of teaching overwhelming – 20all727 online votesthe flooded and growing pride among teachers.

STARS IN EDUCATION TEACHERS’ AWARDS 2013 –

OUR WINNERS CELEBRATED

With World Teachers Day falling in October, it is the month where we celebrate teachers, acknowledging and honouring them for the crucial role that they play in the lives of young learners as well as for the excellent contribution that they make to society as a whole. The Stars in Education Teachers’ Awards, now in its 7th year, rewards teachers for their contribution in their community and celebrates ‘bright spots’ and success stories in the education landscape where teachers go above and beyond the call of duty.

MAKING MATHS AND SCIENCE POSSIBLE Stars in Education Teachers’ Awards is the brainchild of Argo, a multi-media solutions provider focusing on the Education Sector, that realised that teachers were not being recognised enough for the invaluable role they played within their communities in projects outside the classroom. Staying true to its brand values “to inform, involve and inspire”, Argo decided to start the Stars in Education Teachers’ Awards project in 2008. Made possible by the generous and ongoing sponsorship of leading companies as Hatch Gorba, TSB Sugar, Mindset TV, Metro FM and SACE, these well-known and sustaining brands lend even further credibility to the initiative. By aligning with this campaign and working together, sponsors have shown their genuine commitment to a better future and have built brand affinity, making a real impact on the education landscape with a project that is founded on real stories of hope and inspiration.

General Manager, Corporate Affairs at TSB Sugar, Vusi Khoza comments, “We are extremely excited to be a part of the Stars in Education Campaign. This incredible initiative speak directly to our ethos ‘growing the future’ and our commitment to education and enterprise development and offer inspiration and hope for the future of our beautiful country.” “Mindset TV has always been a reliable supporter of teachers in South Africa, we produce relevant content in multi-media format in order to assist teachers to explain difficult concepts in their classrooms. We are excited to be the broadcast partner of Stars in Education Teachers’ Awards, the project that recognises the important role that teachers play in developing communities. Through this partnership, we shall create awareness of teachers’ hard work and dedication in educating the nation”. Mr Roith Rajpal, Mindset TV CEO.

DUNGILE MAPONYANE In 2013 the extremely high standard of entries made judging difficult, but in the end it was Dungile Maponyane of Bathokwa Secondary from DUNGILE TRAINING MATHS AND SCIENCE CENTRE (Mokopane, Limpopo) who got the biggest share of the votes in 2013. Nine years ago, Maponyane began giving extra lessons to a demotivated and struggling learner, who, because of her help, achieved distinctions in his Grade 12 exams. The next year, other learners, having got wind of his success, arrived at Maponyane’s door looking for the same help. This was how the Dungile Training Maths and Science Centre was born. It offers maths, science and commerce extra lessons as well as vacation study camps for learners all over the province. Moponyane told Argo that the moment in which she heard she had won the award was a “moment of jubilee”.

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

“I am happy because the work that we are doing in the community and the country is recognised,” she said. Moponyane’s success in this project has raised her profile in her community. Not only does it do this for her status, but it elevates the profile of South African teachers as a whole. Stories like Moponyane’s have been profiled in the National Teachers Guide, which is distributed to 2 000 schools and as a result Argo has received letters from teachers, thanking them for the inspiration and sense of pride they get from hearing about these “stars”. It has also encouraged society to recognise teachers for their contribution to communities and has the spin-off effect of encouraging learners to develop community values. This has been Argo’s main aim for the Stars in Education Teachers’ Awards all along: raising the profile of teaching and growing pride among teachers.

STARSIN EDUCATION TEACHERS

Computer adventures to discover Mathematics. MABORE LEKALAKALA Second place went to Ms. Mabore Lekalakala of Toronto Primary from COMPUTER ADVENTURES TO DISCOVER MATHEMATICS (Polokwane, Limpopo). Recognising how challenging mathematics was for her Grade 5 learners who are next generation learners, especially those from informal settlements with little or no parental support, Ms. Lekalakala A+SCHOOLS created an environment for learners to create a fun computer learning resource that simplifies challenging maths concepts, teaching other learners how to use technology and understand mathematics. She is connected to learners through modalities which engage them in learning oriented activities.

STARSIN EDUCATION

Teaching goes beyond content – supporting orphans and vulnerable children. FRANCIS ZUNGU Third place went to Mr. Francis Zungu of Kearsney College, MAKAPHUTU CHILDREN’S VILLAGE (Pietermaritzburg, KZN). Makaphutu serves as a home to 51 vulnerable children and orphans, as well as being a community outreach hub that helps to empower the surrounding HIV/Aids-affected community. Francis has been instrumental in inspiring and encouraging Kearsney learners to become an integral part of Makuphutu; forging a partnership between the organisations which has changed the paradigms of Kearsney learners in the community in which the school resides. Francis’s ability to grow true servant leadership in the Kearsney learners was through activities between the school and the village and has inspired a new generation of learners with heart for community.

GREAT PARTNERSHIPS CREATE IMPACT These inspirational stories of ordinary teachers doing extraordinary work and taking the lead in making a

STARSIN

difference in their communities have encouraged industry leaders to get involved in supporting the Stars

EDUCATION

in Education Teachers’ Awards, as it continues to recognise how teachers inspire others. While getting to know our current and previous winners, we have realised that these dedicated teachers

PARTNERS

are frequently under-supported, over-invested and facing burn-out. Like all teachers, these heroes face daily challenges and express the need for extra support. We would like to develop the impact of the Stars in Education Teachers’ Awards, by offering coaching support, links to other support organisations and encouragement to these teachers leading projects. We’d also like to launch a Star Teachers Club where the previous Stars in Education Teachers’ Awards

If you would like to take the lead in recognising teachers, principals who encourage teachers to develop or in recognising the vital work of the NGO community, please contact us on +27 21 865 2813 or visit www.ED.org.za to partner on inspiring our teachers to take the lead in inspiring learners and their communities.

winners can offer support and encouragement to other teachers. We also have noted how the work of certain NGOs has cropped up again and again in the Stars in Education Teachers’ Awards entry reports. Eco Schools and Soul Buddyz have done excellent work in encouraging projects linked to schools and run by teachers. We look forward to developing a category to honour NGOs who are crucial in supporting the work of teachers in the projects they run.

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

STARS IN EDUCATION TEACHERS’ AWARDS IS PROUDLY SPONSORED BY:

Growing the Future www.tsb.co.za

@StarsInEdu

CHAPTER FOUR

04 eDucaTion resources & The role of icT in eDucaTion

The DBe has invesTeD significanTly in Developing classroom resources, wiTh a key inTervenTion Being The inTroDucTion of workBooks, To supporT The implemenTaTion of caps To numeracy anD liTeracy among learners. The workBooks are inTenDeD To supporT The improvemenT of learner performance By assisTing Teachers To expose learners To a seT of sTanDarDiseD exercises. The DBe has inTroDuceD The Basic eDucaTion secTor plan on learner Teacher supporT maTerial (lTsm) To assisT provinces To reporT on key milesTones of procuremenT anD Delivery anD To ensure aDherence To Timeframes. in 2013, The naTional average of Delivery of TexTBooks was 99.4% anD The shorTages were Due To increaseD enrolmenTs anD learners moving schools.

Please contact us to share your leadership insights and project achievements in education, so that we can build confidence in the power of education to change our world. www.ed.org.za

Connect with the education leaders on www.ed.org.za or contact Argo on +27 (0)21 865 2813 or info@argo.org.za.

www.argo.org.za | Facebook: Argo Marketing | Twitter: @Argo_Marketing

CHAPTER FOUR

Gain access to a Higher Education qualification with the Diploma in Grade R By Susan Greyling, Lecturer at the School of Human and Social Sciences for Education for the North-West University.

The DBE has developed the national Catalogue for the procurement of textbooks for all the schooling phases. The introduction of the catalogue contributed to increased textbook coverage. The sector plan, which is issued during October each year, has assisted with the alignment of provincial plans. It is also designed to ensure learners receive stationery and textbooks before schools reopen.

The education sector requires qualified Grade R teachers to equip children with the skills that are vital for their development in later years. Even though it is not compulsory to begin school at the Grade R level, figures from the Department of Basic Education reveal that the numbers of learners in this grade have increased from 15% of those eligible to enrol in 1999 to 70% in 2010. This is encouraging, given that research shows that children are the most receptive to new information during the first five years of their lives.

The Department of Basic Education is therefore committed to improving the quality of education in Grade R by ensuring that teachers are better trained and resourced and that there is proper monitoring and evaluation for this process. Against this backdrop, the North-West University (NWU) offers the Diploma in Grade R which is listed as an NQF Level 6 qualification designed to develop the academic career of teachers and enhance the personal and social well-being of their learners.

NWU Diploma in Grade R (NQF Level 6)

According to

GOOD TEACHERS LOVE TO TEACH,

TIMSS survey

GREAT TEACHERS INSPIRE

data, 30%

With this programme, the North-West University (NWU) offers you an opportunity to study towards a Higher Education qualification that will open doors for a professional career in Early Childhood Development (ECD). So kick-start or develop your career and enhance your personal and social well-being while making a difference to a child’s development.

of Grade 9

Your benefits:

mathematics

&RQWDFW FODVVHV 6XPPHU DQG ZLQWHU VFKRROV 'LVWDQFH OHDUQLQJ VXSSRUWLQJ WRROV VXFK DV interactive whiteboards ([FHOOHQW FDOO FHQWUH VXSSRUW SURYLGHG E\ OLG - the NWU’s logistics and administrative partner

teachers in 2002 reported

You need the following for admission:

1DWLRQDO 6HQLRU &HUWLILFDWH ZLWK 'LSORPD Endorsement; or /HYHO FHUWLILFDWH GLSORPD LQ (DUO\ Childhood Development; or /HYHO FHUWLILFDWH GLSORPD LQ (DUO\ Childhood Development.

using textbooks instruction. In 2011, this figure had more than doubled to 70% - minister of Basic education, Mrs Angie Motshekga at the education world forum, January 2014.

workBooks for learners for the 2013 academic year, learners in public schools received grades 1-6 home language workbooks in all languages; grades 1-3 mathematics workbooks in languages of learning and teaching; grades 4-9 mathematics in english and afrikaans; grades 1-6 first

additional workbooks in english; and grades 1-3 life skills workbooks in languages of learning and teaching. The delivery of grades 1-9 workbooks for the 2013 academic year commenced at the beginning of october 2012 (volume 1, covering work from January to June). As at 23 February 2013, a total of 23 million workbooks were delivered for 10 124 655 learners for the 2013 academic year.

CHAPTER 4 | EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION

EDUCATION HANDBOOK 2014

Admission requirements for this diploma are a National Senior Certificate with Diploma Endorsement, a Level 4 certificate or Diploma in Early Childhood Development or a Level 5 certificate or Diploma in Early Childhood Development. The NWU awards the qualification upon successful completion of all the modules in the Grade R diploma course. In addition, contact sessions or interactive whiteboard sessions as well as summer and winter schools are available.

Source: Edupeg

as a basis for

The three-year diploma allows educators to utilise their newly acquired knowledge and skills while working with Grade R learners. It also enables teachers to qualify for the relevant REQV Level 13 which is required for salary enhancement purposes.

The Open Learning Group (OLG) is the administrative and logistics partner for the NWU’s educator courses and as such, provides a comprehensive study platform and wide ranging student support services.

For more information contact OLG on 011 670 4850 ECD.indd 1

2/17/2014 10:54:49 AM

A brighter Future begins todAy

e-education it solutions for Africa Multi-user e-Education NComputing products allow multiple users to share a single normal PC - a standard Intel Core i5 PC with 4GB of RAM is sufficient to manage 11 simultaneous users. The advances in processor power mean that all users have the same personal experience as if they were using stand-alone PCs. Over 20 million learners in over 60 countries already benefit from NComputing multi-user solutions. Mustek Ltd is the exclusive distributor of NComputing products in Africa.

Mobile e-Education Tablets The advent of the tablet has added a new dimension to technology in the classroom, with ongoing projects around the world testing how these devices can assist in teaching and learning. Mustek carries a wide range of tablets from 7-inch to 11-inch screens, from the new Intel 7” StudyBook (Android OS) to the Mecer Xpress 11” (Windows 8.1 OS). From its proprietary brand Mecer, a trusted brand in Education, to a vast range of international brands, including Acer, Asus, Huawei, Lenovo and Toshiba, Mustek can develop the perfect tablet solution for any specific e-Education needs.

The Information technology needs of Education are very specialised, if not unique. Mustek Limited, South Africa’s largest local computer assembler and distributor, has recognised these needs and has established a specialist division in order to identify and provide unique e-Education technology solutions.

e-Teaching - Interactive Technology Interactive technology makes teaching fun for both teachers and students, however until recently the high cost of this technology has made it inaccessible to developing schools. Mustek presents the optimum e-Teaching delivery tool to maximise student engagement. This tool comprises a comprehensive range of interactive technology: • The world famous e-Beam Technology Solution • NEC and Epson projectors designed specifically for the Education Environment

Mobile Charging Trolleys Many schools do not have a spare classroom that they can dedicate to a computer lab, which is high-risk and costly. This resulted in Mustek pioneering the introduction of the Mobile Laptop/Tablet Charging Trolley. The trolley is available in different size configurations. At night the laptops/tablets are connected to their charging units and locked in the trolley, which is charged by a single wall-socket. In the morning the trolley is wheeled to the relevant classroom and the laptops or tablets are distributed to the learners. The trolley can include a wireless hub and wireless antenna, as well as a wireless printer and a standard laptop for the teacher. All the learners are automatically connected through the network and can access information on a central server.

For more information, visit www.mustek.co.za Gauteng Tel: 011 237 1000

Western Cape Tel: 021 413 3000

KwaZulu-Natal Tel: 031 534 7000

Eastern Cape Tel: 041 397 8700

Free State Tel: 051 405 0400

Northern Cape Tel: 053 831 1571

Mpumalanga Tel: 013 752 6027

Limpopo Tel: 015 298 8571

North West Tel: 018 381 5938

CHAPTER FOUR

EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION

The role of digiTal

ThoughT leaDer profile

Technology The integration of technology is a process, with teachers having a continuum of skills that need to be taken into account when sharing skills. The range of skills needed for technology integration include content consumption, creation, communication and collaboration. a key aspect of the integration process is the level of teacher confidence. inclass mentoring is important to develop the confidence of the teachers which will enable them to lead lessons. afternoon clubs can also be introduced. Student engagement increases dramatically because they have fun out of the classroom doing projects. Teachers have to be creative and encourage quality content creation. often this leads to multi-grade, multi learning area collaboration. Technology also makes it possible to involve parents and community members. an example, provided by ischoolafrica, is where a class of grade 4 students walked to the local clinic, gathered information about cholera from nurses and took pictures and recorded interviews. They then created pamphlets about the causes of cholera. These pamphlets were printed and left at the clinic. The content reached community members as well as produced a very effective project-based learning experience. a key element of including technology is the ability to include differentiation and personalised learning into the classroom. This is critical when one considers class sizes and the existence of multi-grade levels. The technology can also be used to guide teachers on how to split classes into groups. for example: one group can do reading activities on an iPad, while the other group gets the teacher’s attention.

CHAPTER 4 | EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION

EDUCATION HANDBOOK 2014

QuAlity eduCAtion:

A result of QuAlity resourCes By Christina Watson, CEO Via Afrika Publishers

The standard of basic education in south africa has repeatedly been called into question since the release of the 2013 matric results. There is a need to increase the resources available to learners and teachers to enhance the learning process.

and learning materials available in schools as well as concerns over the quality of teaching.

access to comprehensive learning materials and computers (but not necessarily the internet) are essential to improve the quality of education in schools and to help teachers – many of whom are already faced with a host of challenges such as poor infrastructure – deliver learning to the children in their charge.

The provision of high-quality textbooks and learning materials that are written with a good understanding of the current curriculum, that are age-appropriate and provide context on a local and global scale, therefore becomes even more essential in the current south african education context.

whether these materials are paper-based or provided in digital format, no child can receive a complete and comprehensive education without them.

and with that also comes the need for learners to access digital education resources, otherwise south africa’s children will fall further and further behind the rest of the world. Technology and innovation will have to play an increasingly important role in education moving forward, because technology can present learning materials in ways that many children in a modern context will relate to better than paper and books.

This access is most critical at primary school level, when children are learning to read and write. without a good basic foundation, they will be unable to excel in higher grades, no matter how good the teacher. a report last year by Dr. nick Taylor, head of the national education evaluation and Development unit at the Department of education, shows that many children are falling behind in terms of literacy from as early as grade 2. Dr. Taylor said it was “really, deeply disturbing” that needu’s findings showed that in 133 schools surveyed, 13% of learners could not read a word of english shown to them. This clearly demonstrates that many schools are struggling to provide what learners need. in the study, Taylor highlighted a lack of books

CELEBRATINg 20 yEARS OF DEmOCRACy

The lack of bandwidth is often cited as an obstacle to providing such e-learning. The issue is not one of bandwidth; it is merely one of rolling out computers into more schools because much of the digital material that is being developed for the local market does not require internet access. south africa’s children are assured of an education in the country’s constitution, but it is up to every person, organisation and company within the education arena to ensure that the education they get is a good one; and that can only be done with more dedicated time and a better provision of quality resources.

CHAPTER FOUR

case sTuDy

MAking teChnology ACCessible By Michelle Lissoos, iSchoolAfrica, Director www.iSchoolafrica.com

ischoolafrica and its partners have introduced ipads into over 100 schools, across rural and urban south africa. The model includes a mobile ipad lab and a facilitator that develops programme champions to ensure sustainability and effective capacity building. Through a creative and relevant curriculum, ischoolafrica is successfully integrating a 21st century world into rural and township settings, which bridges the gap in the mind of students between their everyday world and that which has previously seemed to be foreign and unattainable. This case study highlights the role that technology can play in addressing the challenges of: lack of connectivity, teachers’ digital fluency, educator lack of motivation and confidence, and the effects of social circumstances.

“Through offering our teachers and students technology and educational practices - we raise the level of technology from simply ticking a box to transforming the way we teach and learn - in a way which is meaningful, authentic, rewarding and relevant. Ensuring that technology enriches and empowers our communities of teachers and students.”

To see an example of an iSchoolAfrica iPad champions’s story – please view video: https://www.youtube.com/watch?v=k2okg0tWphi

CHAPTER 4 | EDUCATION RESOURCES AND THE ROLE OF ICT IN EDUCATION

EDUCATION HANDBOOK 2014

To help empower youth, we have to connect them with greater opportunities for education, employment and entrepreneurship. Mteto Nyati, Microsoft SA Managing Director.

Microsoft IT Academy offers educators courses designed to support them in integrating technology in their classrooms. These fundamental skills allow the teacher to harness technology and create new avenues of understanding for themselves and their learners.

“If we teach today, as we taught yesterday, we rob our children of tomorrow.” John Dewey

Nation building and capacity building are strongly intertwined. To build on either is to touch on our elemental foundations – our learners and our teachers. The picture for many of our young people is the same: no future, no hope and no chance of even joining the race. The odds are stacked unfairly and millions of bright young minds are disenfranchised. Our shortcomings in educating our youth could drastically impact the country’s future for decades. Microsoft believes in the value of education, access and inclusivity. Each boy and girl in South Africa has the potential to grow, learn and eventually deliver the kind of change we need to make our country a true example to Africa and the world.

“Getting children into school is a necessary but insufficient condition for achieving the Education for All Goals. The experience of school, what children learn in the classroom and the skills that they emerge with are what ultimately count”.1 The latest set of Annual National Assessments results show that our literacy is poor and kids in school are not attaining the competency levels they should be. But instead of asking why our children are failing these basic literacy tests or assigning blame, we should really ask where we are failing our children. Clearly we need urgent measures to tackle these challenges: poor standard of education, insufficient infrastructure and lack of access to resources, funding and opportunities.

Worldwide there has been a fundamental shift in the way the knowledge economy works. As Tony Wagner of Harvard has often noted, “The competi-

tive advantage for the learner of the future is not in merely knowing more content than the person next to them, the advantage lies in the ability to interpret and engage with that content in meaningful ways2”. This mastery is a deep level engagement with content where the learner goes beyond the borders of the classroom to discover, develop and explore their own thinking. There are more and more avenues available for learning, exciting new ways to explore topics that didn’t even exist five years ago. We need our teachers and children to have access to this newly uncovered world where knowledge is much more than words printed on a page. Geography can now be explored through interactive maps and live chats with people across the globe. Mathematical concepts can be demystified in animations or streaming video. Every subject has the potential to be radically transformed. Brescia House, a Microsoft Global Innovative School in Johannesburg, is one of South Africa’s leading independent girls’ schools. In 2010 it embarked on a project to equip each grade 10 learner with a netbook. Using the AlwaysOn-Learning solution and Microsoft Office 365, teachers and learners are constantly connected and they collaborate, explore and share information through microsites, teacher blogs and a host of innovations focused on learning. Brescia House learners live connected not only to the world around them, but also to a future where their skills will be in demand and recognised across country borders.

Learning with Microsoft opens up a world of wonder.

When people talk of 21st century skills, it isn’t a nebulous concept. They are talking about using e-mail, manipulating numbers in spreadsheets and managing information in a document. These basic abilities are the starting point for successful collaboration, strategic communication and critical engagement with any subject matter at school and beyond. In the modern world these skills aren’t merely an advantage, but a fundamental requirement. This is why Microsoft believes it is the right of each child and educator to learn these skills.

Technology on its own is not enough. Teachers are at the centre of Microsoft’s strategy as much as learners. It’s when we integrate technology into teaching that it becomes meaningful. Five schools in Limpopo are involved in the TV White Spaces pilot project that provides cost-effective broadband access to underserved communities. TV white spaces are unused channels in the broadcast spectrum, which can be used for wireless internet access in places where it was not possible before. This is an exciting opportunity to demonstrate how ICT can transform education. The project operates from a holistic matrix of content, pedagogy and technology. It includes a range of professional development offerings and support that will grow the teacher, not only in knowledge of the curriculum and the ability to deliver content effectively, but also in technology integration. Student Advantage is another way Microsoft is decreasing the digital divide. This initiative makes the Office desktop suite available free on PC, Mac and iPad devices to all students of qualifying institutions.

Research shows that many young people are developing most of the skills they use in their current jobs outside of school. And whilst those having high levels of 21st century skill development in school are twice as likely to have better work quality, typical classrooms in South Africa have not changed to develop the skills required.3 It is imperative for our learners to develop awareness, collaboration and real world problem-solving skills. All our country’s prospects rest on mastering these fundamentals and thereby connecting to the global space. Today’s globalised and knowledge-based techonomy can be unfairly ruthless and leave many by the wayside. Finding a solution can be daunting and the myriad conflicting offerings out there might overwhelm the inexperienced and ensnare the unwary. Where does a teacher start navigating the morass? The Microsoft Educator Network is a global programme geared towards the professional development of educators. The network isn’t just apps and information on best practice; it’s passionate teachers working together to transform their lives and the lives of their learners. It offers real-world solutions and expertise. Microsoft Education re-imagines teaching and learning as an active collaboration that changes how teachers and learners interact. We look at the complete learner and connect on every level from motivation to inspiration. Learning becomes a digital playground where children and educators access the world in new ways and learn 21st century skills.

What matters today… is not how much our students know, but what they can do with what they know. Tony Wagner. 1 EFA Global Monitoring Report, 2011.

This adds to the Office 365 online (cloud based) components that Microsoft already provides to schools and universities at no charge for email, document storage and online editing and voice and video conferencing. This suite gives learners, students and educators the tools they need to excel. Many South Africans are already connecting, storing, editing and collaborating on a brighter future. Education in South Africa is not a problem; it is a right. A right that deserves every advantage and solution we can provide. Can we expect more from teachers and schools that are terminally under-resourced and over-burdened by learner numbers? Yes, we can. Our nation is grown on the backbone of mothers and teachers. South Africa is strong because we have grown from their strength. This is why our vision incorporates such a strong focus on the teacher. Microsoft has the devices and services that will allow learners to become anything they choose. We believe in the role of the teacher as a significant influencer on a child’s future development. So we invest in that role not only with tools, but also through new ways of thinking and the guidance needed to expand the world around them. Our future innovators are out there, waiting to be inspired. Young scientists are walking in cold school corridors, ready to be discovered. This is Microsoft’s vision and commitment to the future: to enable every educator and fledgling scientist, to empower the nascent philosophers and inspire the developing innovators. Together we will build the future and discover what lies beyond tomorrow.

2 www.tonywagner.com/resources/tonys-latest-ed-week-commentary-graduating-all-students-innovation-ready-now-available. 3 Gallup, 21st Century Skills and the Workplace, 2013

CHAPTER FIVE

05 wholE school dEvElopmEnt

EvEry

yEar

thErE

arE

storiEs

schools

which havE producEd strong rEsults, dEspitE bEing

thE

poorEst

arEas

thE

country.

thErE arE also wEll rEsourcEd schools which havE undErpErformEd. this raisEs thE quEstion: what is nEEdEd to achiEvE quality Education?

The A+ SchoolS cAmpAign iS deSigned To recogniSe School leAderS And Their SchoolS who TAke The leAd in developing School improvemenT plAnS.

Take the lead in inspiring school improvement by partnering with us on the A+ Schools Campaign. Contact us on +27 (0)21 865 2813 or email us on info@argo.org.za to be part of this leading campaign. www.argo.org.za | Facebook: Argo Marketing | Twitter: @Argo_Marketing

Source: Edupeg

It takes a whole school to support a child’s progress in education – this includes the teachers, the principal, the parents, the school governing body, district support and provincial and national education leadership. It’s not just up to the government to ensure quality education for all. Non-Profit organisations (NPOs) and the private sector play an important part in supporting school development. These efforts need to be co-ordinated with the vision and strategy developed by the Department of Basic Education and require collaboration to ensure that resources are not duplicated or wasted.

The One campaign for achieving quality education framework positions the whole school context as the critical support system for teachers who are ultimately tasked with inspiring the child at the centre of the system to develop and achieve his or her potential.

achiEvEmEnt is a tEam Effort and rEquirEs: Schools are expected to develop school improvement plans

motivated learners who want to get ahead.

teachers and teacher unions who are committed to their profession, supported by the south african council of Educators (sacE).

(SIP) with the school management team, staff members and

a school principal who inspires confidence and motivates learners and teachers to achieve, and engages teachers, learners, parents and the community to support school development.

a committed school governing body, which encourages parental involvement.

district support, guided by provincial depart ments of education which are aligned with national priorities.

the members of the school governing board. These plans take into account the overall performance of the school, as well as learner performance, particularly in relation to the Annual National Assessments (ANA), the National Senior Certificate (NSC), outcomes of the school based assessment, IQMS - Integrated Quality Management System outcomes and whole

be done during the fourth quarter, when the school does its planning for the following year, and final plans must be available by the end of January of each year.

the media and social leaders, who are committed to building confidence in the sector, by working together to develop solutions.

These factors are conducive to a learning environment, which is essential to achieving quality education in schools. 70

school evaluation reports. The development of the SIP is to

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

EDUCATION HANDBOOK 2014

The A+ schools challenge is designed to motivate schools to improve and submit their plans as part of a campaign that focuses on the top 2000, performing high schools in Quintile 1 to 3. The campaign includes a toolkit for these performing schools, the Box of Stars, which is designed to motivate learners and teachers and develop the leadership skills of the school principal.

CELEBrATINg 20 yEArS Of DEMOCrACy

WHOLE SCHOOL DEVELOPMENT

TAKE THE LEAD IN INSPIRING SCHOOLS TO IMPROVE Entrench your brand in the centre of the community – the top 2 000, performing Quintile 1 – 3 high schools across South Africa. The most

district pErformancE districts’ performance in the national senior certificate (nsc) examinations has improved. of the 81 districts in the system, only three achieved less than 50% in 2012, compared to five underperforming districts in 2011. the number of districts scoring above 80% increased from 21 (2011) to 28 (2012) and to 37 in 2013.

BOX OF

STARS

cost-effective, high impact brand investment you can make today.

2011

Brought to you by Argo, the leaders in inspirational education

media campaigns.

2012

28 2013

INSPIRING SCHOOLS TO IMPROVE BY AWARDING THEM AN A+

The Department of Basic Education has introduced the School Improvement Plans (SIP) to focus attention on school improvement, in line with the Annual National Assessments. The A+ Schools campaign is designed to support school leaders and their schools in developing these plans, by encouraging them to enter the A+ Schools challenge to improve their schools. It is supported by a motivational Box of Stars to empower the school leader in motivating teachers and learners.

The number of districts scoring above 80%.

“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” John Adams 5 GREAT REASONS TO GET INVOLVED?

thE rolE of thE dbE in

•

supporting schools

Make an impact in our top 2 000 performing high schools in under resourced areas. these schools are hungry for great resources to inform, involve and inspire them to improve and value your support.

•

take the lead in building our nation, by investing in the engine that drives skills development – high schools.

•

cost effective as the campaign is supported by other market leaders to share the cost and act as a leading example of collaboration – which is needed in our education system.

•

The opportunity to build leadership competency at school leadership level. the box of stars resource toolkit includes an achiever programme guide and access to online leadership development training (nqf level 5).

•

Act on the global trend of shifting from marketing advertising spend to social investment to create a better future for all. FACT: a research survey conducted across 10 of the world’s largest countries by gdp revealed that 93 per cent of consumers say they would buy a product because of its association with a good cause (the telegraph, november 2011).

the dbE’s oversight role in supporting schools is becoming more prominent. school and district planning and management monitoring tools have been developed to assist school and district monitoring and reporting, especially with respect to preparedness, curriculum coverage, and other functions related to the support of classroom practice and activities. these tools and accompanying guidelines were approved by the council of Education ministers (cEm) meeting early in 2013. decentralised reporting of assessment and examination results (at school, district and provincial level) has been communicated as a priority to support the improvement of learner performance and the quality provision of schooling. Source: http://www.education.gov.za/ LinkClick.aspx?fileticket=%2FxGqk%2F1E2IY%3D&tabid=36&mid=2514

CELEBrATINg 20 yEArS Of DEMOCrACy

+27 21 865 2813 | info@argo.org.za | www.argo.org.za

in 2013, 74 of the 81 districts performed at 60% pass and above, compared to 71 in 2012. of these, 61 reached 70% and above, compared to 53 districts in 2012. with underperforming districts in 2012, seven districts were between 50% and 59% and all these were in the Eastern cape. in 2013, no district performed below 50% compared to three of the poorest performing districts in 2012. fort beaufort improved from 44.7% in 2012 to 56.6%, mt frere improved from 49.6% in 2012 to 58.8% in 2013 and qumbu improved from 49% to 52.6%. sedibeng East district in gauteng is the top district in the country (90.7%). in gauteng, free state and western cape all districts performed above 80%. the two top provinces (free state and north west) are rural and poor. similarly, over the years learners from rural areas across the country and historically poor and disadvantaged communities continue to feature strongly in the list of top learners. these results illustrate that learner performance is not only determined by socio-economic circumstances, as some schools in the poorest districts are achieving strong results.

WHOLE SCHOOL DEVELOPMENT

have one overriding purpose, which is to advance the implementation of quality education and improve service delivery in all education institutions. Education district offices play a key role in improving learner performance. however, the reality is that educational opportunities and educational success are unequally distributed and the intensity and quality of service delivery vary considerably from district to district across the provinces. the disparities are particularly severe in rural districts, which constitute the majority of education districts in south africa. the capacity of district offices is not uniform throughout all provinces. Some district offices perform their roles at a high level of efficiency, while many others do not.

strEngthEning school managEmEnt and promoting functional schools in 2008, the dbE established a national team of 75 integrated quality management system (iqms) external moderators to visit schools and help provincial officials to monitor the proper implementation of iqms. to date, the external moderators have managed to visit around 90% of schools. d u r in g t h e p e ri o d 1 a p ri l 2 0 1 2 t o 3 1 m ar ch 2013, iqms moderators visited a total of 14 003 schools for purposes of iqms monitoring, data capturing in the Eastern cape, monitoring of school readiness and monitoring the writing of national senior certificate examinations. these monitoring visits included guidance and advice given by the moderators to strengthen school management and promote functional schools.

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

External moderators also observed teachers in classrooms, checked on the utilisation of workbooks, and the procedures followed in the appointment of teachers and school principals. a national task team comprised of the dbE and provincial coordinators from KwaZulu-natal, north west, free state, western cape, limpopo and gauteng provinces has also devised a framework to be used for the development of management guidelines for school principals, with the focus on using the key â&#x20AC;&#x2DC;building blocksâ&#x20AC;&#x2122; of effective school management.

strEngthEning thE capacity of district officEs district offices play a pivotal role in ensuring that all learners have access to education of high quality and form the crucial link between provincial education departments, schools and the general public. The roles and functions of a district office

EDUCATION HANDBOOK 2014

in recent years, provincial education departments have increasingly prioritised their district offices and undertaken major restructuring to make them more effective. there has however been no common formulation of the role of a district education office. guidelines for the development of district improvement plans are now being developed. the guidelines include ways to improve focused support services rendered by districts, based on the effective use of the national senior certificate and annual national assessment results, and ways to synergise district and school level planning.

improving thE capacity of thE dEpartmEnt of basic Education (dbE) the dbE is working towards the continuous improvement of organisational efficiency, by focusing on effective institutional service delivery processes, planning and provisioning. vacancy management, human resource development and performance management interventions have been prioritised to increase efficiency and the capacity of the DBE to deliver on its mandate. the national Education Evaluation and development unit (nEEdu) and the planning and delivery oversight unit are now operational and play key roles in oversight functions. despite considerable strain on human resources the dbE has also fulfilled obligations in administering education in the Eastern cape and limpopo provinces.

CELEBrATINg 20 yEArS Of DEMOCrACy

WHOLE SCHOOL DEVELOPMENT

CHAPTER FIVE

partnEring with othEr govErnmEnt

Collaborating with China

dEpartmEnts

to improve maths and sCienCe

the dbE has entered into various agreements with other government departments through memorandums of understanding and these include the following departments:

sport and recreation department for school sports,

correctional services department for school rehabilitation and school furniture,

labour department for school furniture,

rural development department for school rehabilitation,

police department for school safety,

defence department for access bridges where students have to cross rivers in the main and mountainous areas,

Energy and water department for water and electricity,

home affairs department for birth registrations and issuing of ids, and

health department for integrated primary health.

An agreement has been signed in March 2014 between the Ministry of Education in China and the Department of Basic Education in South Africa. As part of China’s focus of declaring 2014 the year of South Africa, China wishes to extend the existing relationship beyond trade into areas of mutual development. Education is a priority imperative for both countries and this implementation plan is centred on strengthening education ties at an institutional and policy level. The Chinese Education System can offer some insight into improving the education outcomes in South Africa, with a special focus on maths, science and technology. Collaboration will focus on:

Curriculum development and implementation

Mathematics, science and technology education

3 4 5

Teacher training and development Vocational education and training Research and development to improve basic education.

This collaboration allows SA to benchmark itself with China and the DBE has already identified areas for strategic partnership, such as providing equipment and repositioning institutional arrangements to deliver on strengthening participation and success rates in mathematics, science and technology. The national curriculum statement is also being reviewed, to improve the split between the academic and vocational streams. The intention is to encourage more schools to offer vocational subjects. China has already succeeded in achieving a 50-50 split in this

more agreements will be entered with other departments such as one with transport for scholar transport, agriculture etc.

regard, and believes that sharing insights will lead to improved results. The Minister has visited the Chinese National Institute of Educational Sciences and the DBE is beginning to implement the recommendations of the Mathematics, Science and Technology (MST) task team, which includes the setting up of a mathematics and science office, which will be developed into an institute outside the bureaucracy of the Department. The Minister has also visited schools in Shanghai to see how policy translates into implementation at a provincial and school level. “... what is especially encouraging is the work we will be undertaking together in the field of mathematics, science and technology, where we have seen China excel. We hope to learn from the Chinese experience through the exchanges of knowledge and human capital, which we believe will be extremely beneficial. The exchange of both learners and professionals opens many additional doors of cooperation on a number of levels and lays the foundation for the development of the new emerging world economy. This new world requires strong and high performing educational systems as a prerequisite for success. As developing countries we understand each other’s challenges and can work together to find the solutions,” Minister of Basic Education, Mrs Angie Motshekga

Source: http://www.education.gov.za

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

EDUCATION HANDBOOK 2014

CELEbraTiNg 20 yEarS Of DEMOCraCy

WHOLE SCHOOL DEVELOPMENT

CHAPTER FIVE

LEADERSHIP INSIGHT

THE UNSEEN COLLABORATION:

income for the school. This system means that the benefits of a middle-class education are made available to a wide range of learners, without the intervention of donors or anyone else. It is a powerful example of family-to-family co-operation.

A STATE-PARENT PARTNERSHIP: mAINTAININg ExCELLENCE ANd PROmOTINg dIvERSITy IN gOOd STATE SCHOOLS. Dr Gillian Godsell, Wits School of Governance

In 2012, parents at fee-paying state schools in South Africa paid the salaries of 28 809 teachers. 1 Without the additional teachers paid for by school governing bodies, class size in the excellent state schools would double. Without the core teachers at these schools, whose salaries and benefits are paid for by the state, fees would double. This collaboration between state and governing bodies, invisible to most South Africans, makes an excellent, affordable education possible in a select number of state schools. The collaboration and the benefits do not stop there.

The fruit of this collaboration is not only excellence, but also diversity, which benefits all learners. Recent research in India has shown that wealthier students who attend schools where there are a significant number of less wealthy learners in each classroom, are more likely to volunteer for charity and be generous, less likely to discriminate against poorer children, and have more egalitarian views2. Diversity also benefits teachers in these schools. They acquire new skills, in classrooms where learners may speak up to ten different languages per class, come from homes with no books, are heads of households. These skills are often shared in 2 http://ideasforindia.in/article.aspx?article_id=247 #sthash.hsbQBszK.dpuf

a range of collaborations with other state teachers. There are more than a million learners in quintiles 5 and 6 of South African state schools. It is not clear why the contribution made by these schools is not recognised. Perhaps because the system grew organically, rather than being designed according to an imported model? Perhaps because it has no catchy label to describe it? Whatever the reason, it is a collaboration which ought to be celebrated. As with any partnership worth its salt, all parties complain bitterly about one another, while working closely together to produce learners who take both diversity and academic excellence for granted. In the twenty-first century, in the public, private and non-profit spheres, leaders must manage diversity. Everywhere in the world, those who are comfortable with diversity in religion, language, world-view, colour, will have the edge. We are growing such leaders right here in South Africa.

The South African Schools Act stipulates that full fee exemptions must be granted to parents earning less than 10 times school fees, and partial exemptions to those earning less than 30 times the fees. This provision would not be effective without the active co-operation of parents.

Source: Edupeg

Each year parents agree to set fees at a level that will cover exemptions ranging from 10 â&#x20AC;&#x201C; 30% of learners at that school. Full-feepaying parents cover the costs of those who cannot pay. Many parents who qualify for exemptions nevertheless pay what they can, understanding the importance of additional

1 South Africa Survey 2013, South African Institute of Race Relations

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

EDUCATION HANDBOOK 2014

CELEbraTiNg 20 yEarS Of DEMOCraCy

an Education drEam comEs truE in nElson mandEla’s birthplacE nelson mandela’s dream of a high school in the village of his birth has become a reality as the mandela school of science & technology (msst) in the Eastern cape village of mvezo opened in January 2014 - the first high school in the area. a three-tiered partnership between siemens, the mvezo development trust and the department of basic Education made the school possible. this private-public-community partnership is supplemented by teacher competency interventions delivered by hay group to ensure teacher and leadership excellence at the new school. the school is set to empower young people in mvezo and surrounding areas with the knowledge and skills to improve their quality of life and for future generations. the school motto – “education is freedom” was inspired by Nelson Mandela’s belief that “education is the most powerful weapon which you can use to change the world”. siemens south africa cEo, siegmar proebstl, said he is aware that huge challenges remain in the Eastern cape with regard to education. “business must be more aggressive in addressing the skills dearth in science and engineering. the mandela school of science & technology shows what can be achieved when business, government and communities work together in an organised way.” hay group believes that through education south africa could become a shining example to africa and the world. by making leaders out of educators and focusing on teacher excellence, staff retention

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

is improved, a defined culture is created and self-development opportunities are provided for educators. following its success in enhancing leadership capacity at forte high school in soweto, hay group’s focus in mvezo is on competency interventions to bring about teacher excellence and ultimately benefit learner performance.

“Our involvement at the Mandela School of Science & Technology involves the entire teaching staff. Teacher excellence requires certain behaviours, identified in our Competency Model,” said Lisete Harris, head of Hay Group’s Corporate Social Responsibility in South Africa.

A school of the future for South Africa’s future. Siemens helped Mvezo‘s community to erect the Mandela School of Science & Technology. siemens.com /answers Science and technology have the power to shape South Africa’s future. That’s why Siemens and its partners developed the Mandela School of Science & Technology as a sustainable contribution to technological education.

a large number of interviews have been conducted with the acting headmaster, members of the mvezo council, the school governing body and teachers to further enhance the competency model, customising it for the rural environment. “we interviewed teachers against our competency model to identify their individual strengths and developmental areas against the target levels set by the model,” said harris. “in the next phase, we will do the same with the leadership team. once individual developmental areas have been identified, Hay Group will devise a development plan for each teacher”. “following the programme, we will re-measure teacher competencies to track progress. for schools to achieve results, the climate in which teaching and learning takes place needs to be favourable,’’ said harris.

EDUCATION HANDBOOK 2014

To contribute to the long-term success of the school, Hay Group was approached to help in teacher identification and help ensure an effective education system. By focusing on the key competencies of teachers and making leaders out of educators, staff effectiveness is improved, a culture of classroom excellence is created and learner performance and outcomes are transformed. The school was built in partnership with the Mvezo Development Trust and the South African Department of Basic Education. Situated in Mvezo, the birthplace of Madiba, it’s another example of our ongoing commitment to providing answers that last and contribute to a brighter future for South Africa.

The school’s curriculum will develop expertise which will be vital in building South Africa’s infrastructure for years to come.

WHOLE SCHOOL DEVELOPMENT

CHAPTER FIVE

lEadErship insight

THE POWER OF PARENTAL SUPPORT

A STOry Of A PrINCIPAlS’ COmmUNITy Of PrACTICE ThAT IS ImPACTINg ON

“We would like to pay special tribute to a person who has lived the words of Tata Madiba – she has taken care of one of our top learners, since he turned six years old. Her dedication and support of this fine young man has enabled him to compete with all other young South African learners to emerge as one of our top students”.

ThE wIDEr EDUCATION SySTEm By Barbara Dale-Jones, CEO, BRIDGE

bringing together school principals in communities of practice is part of bridgE’s on-going belief in the value of supporting school principals to work together to become empowered and central agents of change in school performance. Experience and research emphasise that the principal, more than any other role player, holds the keys to school improvement and is the key lever of change. communities of practice provide opportunities for the sharing of vision and the growth of collective problem-solving approaches, both of which are greatly beneficial. The focus of bridgE’s community of practice methodology is enhancing schooling, and at the centre is the principal, who needs to feel confident in his or her power to initiate, manage, evaluate and sustain improvement action. principals’ communities of practice give principals the opportunity to engage in many types of issues and to influence the system in which they work. one of bridgE’s principals’ communities of practice is in the Ekurhuleni north district of gauteng. seven primary school principals make up this community, and over three years

CHAPTER 5 | WHOLE SCHOOL DEVELOPMENT

they have built up trust, peer support and a sense of common purpose. they primarily focus on issues to do with teaching and learning but they also carry out joint fund-raising initiatives, attend district meetings as a collective and engage about issues that affect their immediate communities. they are committed to sharing resources across their schools and to bringing the district on board in the work they do. the district has in turn always supported them. the community of practice has made remarkable progress. so, for example, in 2013 the principals took collective action and engaged with provincial government representatives on issues relating to the gauteng primary language and mathematics strategy (gplms) curriculum. the gplms curriculum had been introduced to five out of the seven schools in 2012 and the principals agreed in community of practice meetings that they thought the gplms curriculum was problematic in terms of language, that it needed to be revised with respect to pace, that the lesson plans given were too long, that it had an inadequate depth of content and that there was no provision

EDUCATION HANDBOOK 2014

for teachers to adapt the material to the individual needs of their learners, which was undermining the ability of teachers. the principals decided to take collective action and invited two gplms representatives to a meeting. this meeting resulted in the gplms representatives giving permission to the principals for teachers to change the pace and order of the curriculum to suit their learners’ particular needs. the principals’ growing confidence had engendered collective action and supported their ability to engage with the system and to alter policy directives effectively. the community’s current focus is on testing grade 8 maths learners in the area’s secondary schools so that the prin cipals can assess the weaknesses and gaps in their primary schools’ maths provision. their collaboration is changing not only their immediate schools but also their larger setting.

CELEBrATINg 20 yEArS Of DEMOCrACy

- The Minister of Basic Education, Mrs Angie Motshekga, January 2014. his grandmother, mrs rita ngiba, says she hasn’t stopped crying since she was told that Qhiniso Ngiba was nominated as one of the top learners for achieving a bachelor’s pass with the following subject results: • Zulu - 90%, • English as a First Additional language - 92%, • Mathematics - 92%, • Life Orientation - 95%, • Physical Science - 96%, • Life Sciences - 97%, • Accounting - 100%”. these results are made possible by the sacrifices and strength of his granny, which highlights the power of parental/family support.

Source: www.education.gov.za

CHAPTER SIX

06 The role of social leadership

The GovernmenT is commiTTed To workinG ToGeTher wiTh social leaders and has esTablished The naTional educaTion collaboraTion TrusT (necT) To sTrenGThen parTnerships amonG business, civil socieTy, GovernmenT and labour in order To achieve The educaTion Goals of The naTional developmenT plan.

Home of Origin Wine (Pty) Ltd www.originwine.co.za | www.fairhills.co.za Old Bottelary Road, Koelenhof, Stellenbosch, 7599 South Africa

â&#x20AC;&#x153;Fairhills is the incarnation of what a social minded business can do successfully, at its own level, to uplift communities. Far too often, we tend to rely on the state to deliver on social progress when, in fact, it is up to all of us to make a sustainable difference. If we all contribute, we will be able to change society for the better. It is our duty.â&#x20AC;? Bernard Fontannaz, CEO of Origin Wine

THE ROLE OF SOCIAL LEADERSHIP

CHAPTER SIX

THOUGHT LEADER PROFILES

Joe samuels – chief eXecuTive officer of The souTh african QualificaTions auThoriTy (saQa)

we want to build an inclusive country that is non-racial, non-sexist and democratic. a strong education system plays a key role in achieving this. we have managed to expand the education budget extensively, which means we have expanded access significantly, and that has not been a small task. we should be celebrating that. but that does not necessarily mean that the quality of education has kept up. it is quite hard to ensure access as well as quality but it must be done. we need to ensure there is quality across the system and not just in pockets. for this to happen, we need a very clear action plan and this involves an agreed plan for the economy of the country. we cannot just go about haphazardly plugging gaps in the system as they show themselves. if you look at countries like the Asian tigers and China, they have a common, collective, national strategy for their economic future as well as for their education system. we have the national development plan, but it is quite contested. we need a broad plan that we all agree with. we can’t just have one group of people who first focuses on getting early childhood development sorted and another who is focusing on only teacher development. we need to collaborate and everyone needs to buy into the common vision and overall plan. We need consensus across the country and a unity of purpose.

“It is important to have a clear vision for what we want our country to be like.”

CHAPTER 6 | THE ROLE OF SOCIAL LEADERSHIP

THOUGHT LEADER PROFILES

Godwin khoza – chief eXecuTive officer of The naTional educaTion collaboraTion TrusT

Themba mola – chief operaTions officer of kaGiso TrusT

most south african learners attend under-resourced public schools in townships and rural areas that are plagued by a shortage of well-trained teachers and good infrastructure. as long as stakeholders like kagiso Trust continue to work collaboratively in addressing these issues we can change the face of education. many of these schools experience overcrowding in classrooms, and a lack of access to computers, science laboratories and libraries, all of which is not conducive to quality learning. The department of basic education is tackling part of the problem through the national school build programme to eradicate mud schools and the private sector has made substantial contributions in the form of libraries and computers. however, we need to also recognise the integral role that parents and communities must play in ensuring the safety of the school’s infrastructure. when the community has a sense of ownership they will guard against theft of their children’s resources. There are still major challenges when it comes to teacher content knowledge, quality and frequency of learner assessment, and the avoidance of the gateway subjects like mathematics and science because of a lack of confidence and poor learner outcomes. There has been some improvement as a result of teacher profession development programmes and the annual national assessments need to continue being used to assess which parts of the curriculum need more focus.

EDUCATION HANDBOOK 2014

one of the challenges is infrastructure, but the ability of this nation to deliver infrastructure is something that many people do not understand. To use an example, in spite of there being the money for better school infrastructure in the eastern cape, the ability to deliver on it is limited. i have come across a case where a large construction company failed to deliver infrastructure, because of the province’s difficult terrain, and availability of building supplies. There is also the challenge of teachers being very thin on content knowledge. This has been accumulating since the teacher preparation stage at universities. we are starting to see a lot of cracks there. once teachers are in their posts, the big issue is attitude. professional development is offered to teachers but sometimes we see that they are not willing to do it. The culture around this needs to change. Teachers must appreciate the important role they play in society and they need to do what every professional does and that is developing themselves. part of the solution is collaboration. what we’re punting at the necT is getting key education players together to talk in a non-technical and nonadversarial way. we’ve set up structures in which unions can talk to government, but those structures became technical platforms which turned the discussions to money and labour issues. we need the conversations to go beyond that. we need to genuinely engage on how we are going to plug the gaps in the system. we will not win until all stakeholders are of the same mind in terms of what we all need to do to bring about change. if we are not all pulling in the same direction then we will have an uncoordinated and conflicting reaction to problems that do not take us anywhere.

CELEBRATINg 20 yEARS OF DEmOCRACy

brian ramadiro – depuTy direcTor of The nelson mandela insTiTuTe for educaTion and rural developmenT aT The universiTy of forT hare in the last twenty years there has been a partial ‘de-racialisation’ and almost universal enrolment of poor children in primary education in south africa. of course in the light of our hopes before 1994, these are but modest achievements. a key challenge that remains is the achievement gap between a relatively small group of wellresourced english- and/or afrikaans-speaking middle class schools on the one hand and poorlyresourced urban and rural african-language speaking schools serving the vast majority of our children on the other hand. The education system as a whole - the department of basic education, universities and civil society - need to generate relevant and adequate research and field-tested teacher development strategies as well as wholeschool development programmes that work at scale, in poor and distressed schools and communities. success in the future lies in, among other things, how we tie together four things: 1 2 3 4

pedagogical resources, language, teacher development and support, and parental and broader public mobilisation around education.

we need to ensure that all children have access to high quality education in their primary language(s) and english for at least the first six to eight years of schooling. every teacher who works in large classrooms and with children who have had little or no access to high quality pre-school programmes needs on-going school- and classroom-based development, mentoring and support, in addition to out-of-school training and development. we have to find new and better ways to re-invite parents and the public at large to take an active interest and role in education especially at local level.

why not!

yebo

THOUGHT LEADER PROFILES

ann bernsTein – eXecuTive direcTor for The cenTre for developmenT and enTerprise

ahmed essop – chief eXecuTive officer of The council on hiGher educaTion

south africa faces numerous crippling schooling challenges. our mathematics schooling is near the bottom of world standards and while we spend more than most other middle income countries on education – they continue to outperform us.

we need to ensure that access is matched by success across the education system. we have seen an enormous expansion of access and opportunity since 1994 but that is not matched by success.

Research by the CDE has shown that only 50% of learners who start school will make it to Grade 12, only 40% of those who start school will pass matric, and only 12% of those who start school will qualify for university.

first, we need to ease the pressure on universities by providing alternative access opportunities, in particular, in vocational education and training. This requires strengthening and supporting the further education and training colleges, which are weak and the quality of programmes on offer poor.

public education reforms are vital. if sa is to be realistic about having a knowledge economy and creating more jobs, it will require a sustained focus on teacher and teacher-training enhancement, particularly in mathematics teaching - which will likely take a decade or more to achieve significant results. mathematics learning should also start at lower grade levels as early childhood skills are necessary for successful learning. for change to be effective, south africa should increasingly push schooling reform efforts beyond only the public system. There is growing evidence of the potential for more market-driven initiatives, such as low fee private schooling. The basic issue is how can a highly centralised essentially 19th century model of schooling engage with, and use entrepreneurial actors, services and technology to help improve outcomes in south africa’s schooling? business leaders need to incorporate an understanding of private education to schooling challenges in their overall priorities for intervention and reform. we hope that the recently established national education collaborative Trust and council will bring forward innovative, market oriented ideas and experimental programmes.

evidence shows that only 50% of those entering grade one get to matric, and only about 50% of those entering higher education leave with a qualification. This results in an enormous waste of financial resources and human potential.

second, universities have to be well resourced, especially in relation to staffing and infrastructure, to service the large number of students enrolled. The decline in the government budget for higher education, which in real terms has been decreasing by about 1.1% annually, needs to be arrested and reversed. Third, the articulation gap between school and university, which results in students taking between four to five years to finish a three-year qualification must be addressed. we need to consider curriculum reform of undergraduate qualifications, including increasing their duration by a year, to address the articulation gap. fourth, we need to provide incentives and reward good teaching. academics are rewarded for research but not for teaching. They are given ratings and financial incentives for their research publications but not for how well they teach and the number of students they graduate. Teaching linked to student success must define the change agenda in higher education.

we did

done!

it’s easy I have

fo sho yes!

who’s in?

100 000 people do every month

#AskWhy to simplify banking 24hr Client Care Centre on 0860 10 20 43 or visit capitecbank.co.za

CHAPTER 6 | THE ROLE OF SOCIAL LEADERSHIP

EDUCATION HANDBOOK 2014

we’ll help you

join us

All information correct at time of going to print, 14/04/2014, and subject to change. A registered credit provider. NCR Reg. No.: NCRCP13 Capitec Bank Limited Reg. No.: 1980/003695/06

Argo Magazine 2014

CHAPTER SIX

whatever it takes to support our youth, it’s worth it Capitec Bank is committed to supporting government initiatives that improve the lives of people in South Africa, particularly those in communities where we operate and where our employees and clients are drawn from. To this end, our corporate social investment (CSI) programme is focused on improving numeracy (maths) and financial literacy within these communities. Sbusiso Kumalo, head of Corporate Affairs at Capitec Bank, strongly believes every learner in South Africa has the ability to pass maths, “but we should remind ourselves why we want the youth to do well at maths in the first place: it develops the ability to solve complex problems and is a vital life skill.” Kumalo says someone has to cure cancer, build a better iPhone antenna and develop affordable renewable energy to save our planet… but innovation is just part of the equation. Learners need to study maths to make their own lives better as adults and master how to make smart decisions on day-to-day matters. We also believe that if learners pass matric maths, they are more likely to succeed in other subjects and access post-school opportunities. At Capitec Bank we are very aware of the crucial role that the youth play, which is why we support initiatives that will advance quality education. But, when collaborating with schools, you are often faced with the challenge of school leaders’ lack of leadership skills and their inability to create and manage more conducive learning environments. Sustaining an environment where school management, governing bodies, parents and local communities can interact to create centres of excellence relies a lot on the management, leadership skills and business acumen of school principals. There also needs to be widespread collaboration to enable learners to attend schools that are functional and wellmanaged. In many instances, working together will determine whether learners are likely to study maths until matric and pass matric maths.

High school education Bursaries We established a schools’ bursary programme in the Western Cape to ensure that more learners study pure maths up until matric and to prevent learners from dropping out of school. Our bursary fund, which targets Grade 10 – 12 learners with maths as a matric subject, covers learners’ school fees for one year. We award bursaries to maths learners who are steady performers despite financial difficulties, and who will excel with support. Financial pressure is removed so they can concentrate on studying, and schools receive more income. Ultimately, the goal is increased numeracy and financial literacy. We have also partnered with the Eastern Cape Basic Education Department and the Nelson Mandela Metropolitan University’s Govan Mbeki Mathematics Development Unit (GMMDU) to expand our existing CSI programme to the Eastern Cape. A group of Grade 10 learners from Queenstown in the Eastern Cape will be joining the Capitec Bank Bursary Programme from 2014.

IkamvaYouth We support IkamvaYouth (IY), an innovative townshipbased volunteer-driven and youth-led non-governmental organisation (NGO). The IY programme aims to help young people escape from poverty through tertiary education or work. It also aims to increase parental involvement in education, and to create a supportive community. It improves learner performance and Ikamvites are more likely to enter tertiary education and find work. IY is committed to a 100% matric pass rate in South Africa by 2030. The 2013 IkamvaYouth matric class had an 89% matric pass rate, 64% bachelor pass and a further 30% qualifying for diploma study. There were also 70 distinctions among its 154 matriculants.

Executive Management Programme for School Leaders In partnership with the Graduate School of Business (GSB) at the University of Cape Town and The Principal’s Academy, we support the new Executive Management Programme for School Leaders, using teaching strategies modelled on the GSB business courses. This action-based leadership programme aims to improve the management, leadership skills and business acumen of school principals, sustaining an environment

where school management, governing bodies, parents and local communities can interact to create centres of excellence.

Financial literacy We contract Seta-accredited organisations to present financial life skills programmes to targeted consumers. Our aim is to empower consumers to make better financial decisions and understand the consequences of bad debt and not honouring loan repayments.

Donations We are committed to community initiatives and the wellbeing of communities where our branches are located. We specifically support organisations and institutions that actively contribute to the care and safe refuge of children who have been abused, neglected, abandoned and orphaned, and that support women who have been victims of abuse.

THE ROLE OF SOCIAL LEADERSHIP

EDUCATION LABOUR RELATIONS COUNCIL (ELRC) The Education Labour Relations Council (ELRC) is a bargaining council that serves the public education sector nationally and provincially.

THOUGHT LEADER PROFILE

VISION STATEMENT To improve the quality of teaching and learning through labour peace. MISSION STATEMENT

nolusindiso foca – General secreTary of The educaTion labour relaTions council

Quality services for excellence in teaching. ELRC SERVICES The primary business of the ELRC is to promote and maintain labour peace in the public education sector in South Africa. The core services of the Council are dispute resolution and prevention services and collective bargaining services. The Council provides dispute resolution services to prevent and resolve labour disputes in education and performs dispute resolution functions in terms of section 51 of the Labour Relations Act No. 66 of 1995. Collective bargaining services are provided to promote collective bargaining in relation to all matters of mutual interest and to conclude and enforce collective agreements. DISPUTE MANAGEMENT SERVICES The Council promotes and maintains labour peace in the public education sector through the provision of dispute management and prevention services. To this end, the grievances and disputes of educators and officials employed in terms of the Employment of Educators Act 78 of 1998 are resolved through conciliation and/or arbitration. COLLECTIVE BARGAINING SERVICES The Council promotes and maintains labour peace in the public education sector through the provision of consultation and negotiations between Parties. The ELRC facilitates negotiations at national and provincial level. The strategic objectives of collective bargaining services are: • To maintain and promote labour peace in public education; • To promote collective bargaining on all matters of mutual interest; • To implement collective agreements through workshops; and • To conduct research nationally and internationally.

in our country’s 20th year of democracy, it is essential to reflect on the accomplishments in south africa’s education system but particularly on the challenges that still remain. some of the accomplishments include the intake of learners at primary and secondary level that has steadily increased over the years. special focus has also been placed on Grade r and early childhood and development to ensure better access to basic education.

Despite these significant strides to eradicate all traces of racebased division in all spheres of society, there are still considerable challenges to address in education. The quality of education at primary and secondary level still remains a major challenge. education is deemed a societal issue and the solution to this challenge is sustained collaboration between all stakeholders including parents, learners, communities, teachers, and government officials to ensure improvement in the quality of education.

some of the structures that have been established to support this include the Quality learning and Teaching campaign and the national education collaboration Trust. another solution to the problem of teacher shortages in the country is to restore the dignity of the teaching profession and associate the profession with positive elements, which will encourage students to aspire to become qualified educators. This restoration of the profession will address the fundamental crisis of quality education that we endeavour to attain. The education labour relations council’s mandate is to maintain labour peace in public education. This directive is tied to this collective endeavour to improve the quality of education in public schools. our activities are therefore geared towards achieving this objective.

The ELRC succeeded in getting the different Parties to work together to improve the quality of public education. This ensured labour peace and improvement in education over the past 20 years, through consistent education transformation. The ELRC has been successful in the signing of collective agreements that directly benefitted educators in classrooms. CONTACT DETAILS: ELRC NATIONAL OFFICE Research and Media Officer Ms B Loxton Tel: (012) 663-7446 Fax: (012) 663-9604 Email: media.pro@elrc.co.za Website: www.elrc.org.za

CELEBRATINg 20 yEARS OF DEmOCRACy

Teacher & Librarian Sponsorship

in Education Over the last two decades, the face of corporate social investment has changed, transforming how companies conduct themselves. Doing business today is not only about making a profit, but it is also about pursuing business objectives in a responsible and sustainable way that takes into account the environment and the communities in which business operates. Edcon has embraced this responsibility. Education is one of the key focus area of Edcon’s Corporate Social Investment Programme and a priority development area in the country. The company recognises that education is the foundation for alleviating and eradicating poverty in our society and uplifting individuals, families and communities. It is the ultimate vehicle towards achieving sustainable socio-economic growth, progress and success. To this end, Edcon has initiated the Adopt-a-School Programme, which, is a Whole School Development approach that supports improved teaching and learning by providing adopted schools with access to priority teaching and learning resources, including school infrastructure improvement.

• Two (2) additional teaches and librarian provided for school • Teacher / learner ratio decreased from 1:45 to 1:35

Improved School Reputation & Performance • Leaner intake increased from 585 learners to 800 learners • Increased improvement in performance by learner in the Annual National Assessment (ANA).

• Computer Centre with Internet and CAMI Mathematics Software integrated into lessons

• Toy Library and librarian has improved Grade R curriculum application by educators

This approach ensures that learners receive the best possible education and perform at their best; that educators have the right skills and capacity to impart knowledge and apply the curriculum, and also helps create school environments conducive to teaching and learning. Edcon has adopted Hlakaniphani Junior Primary School and Lilydale Higher Primary School, both based in Dlamini, Soweto. The decision to adopt both schools was an easy one as Hlakaniphani JP is a feeder school to Lilydale HP, thus ensuring continuity for the children with regards to the standard of teachers and the overall learning environment

Since the inception of the project, Edcon has partnered and assisted Hlakaniphani Junior Primary by providing the following: • Opened a computer centre • Provided computer training for educators • Set up a new school kitchen • Set up a learning toy library & provided training for Grade R practitioners • Introduced a Permaculture Food Garden Programme • Provided nutritional training for kitchen staff • School parents participation in the Food Garden Programme • Annually donates school uniforms and books for orphaned and vulnerable children at the school • Improved school security facilities • Upgraded and landscaped school play grounds

Improved School Feeding Scheme • Food Garden supplies school kitchen – Nearly 70% of children at the school come from families below the minimum living standards

• Feeding scheme extend to feed leaners from child-headed and granny-headed families

The late Nelson Mandela once said,

“Education is the most powerful weapon you can use to change the world”. Edcon is a firm believer of this and continues to invest in the education of tomorrow’s leaders.

www.edcon.co.za

Another PPC scholar is -Vuyolwethu (14), who shares Lauren’s resolve to make something of her life. Vuyolwethu lives with her mom, a domestic worker. “Thanks to the school providing meals, I don’t have to worry about having something to eat for lunch,” she says. “My goal is to become a doctor. I want to move out of the township. I don’t want to spend my whole life there. And, I’m not into marriage; I want to be my own person.”

Th e w i n d swe p t C a p e F l a t s i s k n ow n f o r i t s gangsterism, drugs and violence. For children growing up in this area, life does not hold much hope. But a school called Christel House, in partnership with corporate entities like PPC, is giving some of these youngsters a chance to realize their hopes and dreams.

PRoMoTING sciEncE AND mAths EDuCATIoN FoR TALENTED GIRLS By investing in the education of impoverished girls from the Cape Flats, the leading supplier of cement and related products in southern Africa, PPC Ltd, hopes it can foster in them a love for science and mathematics – and contribute to South Africa’s increasing technologically skilled human resource pool that promotes life-long learning.

Christel House is an independent school that takes a unique and holistic approach to breaking the cycle of poverty. The school relies on donations to provide a free and top-notch education to nearly 750 learners, grades R through 12. In addition, Christel House supplies daily transport to and from home, breakfast and lunch daily, medical care, books, uniforms, supplies, sports, arts and other enrichment activities. The school stresses character development, and gives each child individualized mentoring, which includes career counselling and planning and help with college and employment applications. Christel House seeks to educate the whole child, supporting all areas of development – both at home and at school. This model works – as shown by learners who are confident, happy and focused, taking visible pride in their appearance and their school. And, the school has achieved an almost 100% matric pass rate every single year since its first graduating class in 2009! PPC decided to support the school specifically to encourage girls with scientific interests. By investing in the education of eight learners, PPC hopes that the girls will pursue science or engineering studies. Life is changing dramatically for these young women, all of whom display great determination and enthusiasm to make the most of their opportunities at Christel House. For Lauren Daniels, 14, from Delft, going to Christel House has meant exposure to new values and caring teachers. She reveals, “There aren’t really role models where I come from. Most of the young people fall pregnant, go into drugs … so I have to be my own role model. But that’s fine. I have my own goals and a vision for my future.”

Mihlali Kotshi, 15, dreams of becoming a chemical engineer. “I want to explore things, make new things, change the world and help my country. I want to make people’s lives better.” When asked what holds her back from studying, she shakes her head emphatically. “Nothing - I make it easy because it is what I want.” Since enrolling as kindergarteners, these girls have benefitted from individualized care and nurturing at Christel House, which extends to helping each child’s family and community through outreach programs and social services. Even after graduation, Christel House continues to provide services to students as they pursue further studies or seek employment. “We want all of our children to be successful,” says Ronald Fortune, Principal of Christel House. “This is an ambitious undertaking, but one we are determined to achieve. It requires serious commitment and investment from donors in the private and corporate sectors.” In addition to the science and maths sponsorship, PPC has helped launch several other educational initiatives at Christel House. The deskbuddies project provides all matric students with a lap desk to use at home. PPC has also started a knitting project in the junior school. But PPC’s sponsorship of the girls perhaps will make the biggest impact. “South Africa needs more women in sciences and engineering,” says Christel House Principal Ronald Fortune. “PPC has identified

this education, especially for underprivileged girls, as a vital area for its CSI investment.” “This is in line with the PPC’s REAL Transformation philosophy – identifying and supporting initiatives that are Relevant and Empower the communities, Actualise a n d c re ate L a st i n g i m p re ss i o n ” s ays F ra n c i e Shonhiwa, the Group CSI Manager. Tameeca Hendricks, Tara Samuels and Sikhona Mbane, all 14, are grateful for their PPC sponsorships. “Christel House is more like a family than a school,” says Tameeca, who dreams of one day studying abroad. Sikhona, who shares a Wendy house with her parents and younger brother, says, “I’m working hard to get good marks, because I know that will help my chances of getting into university.” Tara adds, “I want to do something with my life. I want to make my parents proud.” Another 14-year-old, Naseefah Adams, lives in Manenberg, an area rife with gangsterism, “I know I will be living a different life, so I must act differently right now,” she says. ”And, I know what the schools around Manenberg are like—nothing even comes close to Christel House.” When she talks about studying information technology, Mihle Siko’s eyes light up. Today this 15-year-old lives in a shack with a family of five. She’d never seen a computer before arriving at Christel House. “After matriculating, I want to be developing new areas of technology,” she says. “This particular group of girls shows tremendous promise,” says Principal Fortune. “Thanks to PPC’s contribution, they are being encouraged to follow their passion for science and maths. PPC will be following their progress every step of the way, which will motivate them to excel, and probably strengthen their resolve to study further in a scientific or engineering field. Wouldn’t it be great if one or more of these young women became PPC employees? I can’t imagine a more fitting ending to this story.”

WOrkiNG togetheR TO AchiEvE ThE drEAM OF A FaiR South aFRica

outh Africa is celebrating 20 years of democracy, freedom and access to basic education for all. As a nation, we are delivering on the dream and vision of our country’s beloved father and liberator, the honourable Nelson Mandela. Origin Wine are committed to playing their part in delivering on this vision and celebrate 10 years of fairtrade in the wine industry, driven by the Fairhills project. Since the inception of Fairhills, a huge emphasis has been placed on education and the development of our youth within the community. Education is established as one of the cornerstones of the constitutional rights of the community members of the Fairhills Association, who are tasked with managing the fairtrade project.

Role of Fairhills… O ve r t h e p a st 9 ye a r s , Fa i r h i l l s h a s b e e n constructing and developing day-care centres, primary schools, computer centres and providing

funding for extra classes and additional educators. The project is also funding tertiary students to study further. Over the past 7 years, Fairhills has funded and assisted 15 tertiary students who have successfully completed their various individual study courses to fulfil their dreams of being graduates and achieving their potential. The basic approach of providing schooling and ensuring that the youth pass Grade 12 as a minimum so that they can create opportunities for themselves has been extended so that talented students and ones showing promise have the opportunity to obtain funding to further their education and thereby craft their own future. Offering the funding and bringing opportunities within the reach of talented, hopeful and young aspiring students is most likely the easiest to do. The challenge is to motivate these young people to hold their own and keep positive within a challenging atmosphere to which they haven’t been exposed in the past.

“Our students’ background is not one that was filled with having the best trademark clothes or shoes to wear. Most likely they will never have the opportunity to own their own vehicle when studying. That being said, the most important thing for them and for us, is to provide for their basic needs, to provide them with support and mentor them and even more … to check that they have basic resources, for example a notebook.” Pierre Smit, the compliance Manager for origin Wine.

creating the heroes of the future… The Fairhills Association has decided that the age group between Grade 10 to Grade 12 requires ongoing and intensive assistance and support which cannot be provided solely through basic education. Taking this into consideration, Fairhills have gone about incorporating the following: n

contracting the services of a career psychologist to work with all the grade 10 to 12 group on a quarterly basis,

Field trips to educational institutions and attending hobby days,

incorporating extra classes after hours,

After hours computer classes,

incorporation of e-LAN learning

and further technology with the inclusion of iPads in the classroom environment

investing in students to strengthen the community Over the past 7 years, since focussing on tertiary education Fairhills has provided funding of more than r1, 5 million for potential students. during this time, 15 students have all completed their studies and obtained their tertiary qualification. These students have also been supported in finding opportunities within their field of expertise and some of them have become part of the Fairhills project. Not all the students can be accommodated within the Fairhills project, so support has been given to those students to find other opportunities in the community. Within the Fairhills project, various areas have been identified where the graduates can participate in the community, so that these skills can be ploughed back into the community.

Students are encouraged to broaden their horizons Students are encouraged to follow their own dreams and are not limited to working in the community that invested in them. Support is given to these students, through the assistance of the psychologist and a career councillor, to encourage them to fulfil their potential. They are encouraged to follow their interests and to develop confidence in their abilities, that are reflected in their academic achievements. These elements play a huge role in the specific path that is followed by these students.

current success stories… Janine Vermeulen was brought up in very close knit, christian family with high moral standards and values. The mere idea that she will not be living at home during her studies was a great concern for her parents. however, with the opportunities that Janine received in studying at Boland college in Worcester and obtaining a higher national certificate in office administration, she has been employed in the position of project administrator at the Fairhills office, managing the communication and administration of the project, which would not have been possible without her taking the big step to get the necessary qualifications. cynthia Vermeulen was previously employed by one of the farm owners to look after the small children and infants in a flat at the back of the main house during the harvest season. The true potential of cynthia was only realised after the Fairhills project team offered her support. Appointed as a day-care facilitator at Fairhills, the team discovered that cynthia had, in fact passed Grade 12 with a c average and had achieved a university entry qualification. This was a big achievement in the community, where there is a very low literacy level. After attending an Ecd course at Boland college she has qualified as a pre-primary educator and fulfils the responsibility of headmistress for the Fairhills day-care centre, which is responsible for 210 children and 24 educators.

Developing an effective project takes collaboration and engagement rules for the bursary applications and participating students are made in agreement with the various participating parties including the students themselves and their parents. during break times or holidays, students have to return home and render their services within the Fairhills project for which they then earn additional “pocket money”.

“

in 2005 when Origin Wine came to our farm for the first time, we thought they were crazy. A company in the wine industry, exporting wine, wanting to improve the lives and living conditions of a coloured farm community? The idea of participating in a project that will generate financial resources to improve our conditions was unheard of.

“For us it is very important that the students have to return during break times during the year and share their experiences and skills with the rest of the Fairhills community.” Jimmy Mandy, Fairhills association.

Today i stand before you and truly say that Fairhills not only changed my life and that of our community. After attending an edu-care course and various other short courses, i am today responsible for the Fairhills day-cares which has been rated as one of the best in the Western cape … Fairhills really changed my life for the better.

”

cynthia Vermeulen, headmistress Fairhills Day-cares.

the investment continues…

“

The program is currently running with its forth group of tertiary students with a fifth group to be enrolled during the beginning of 2015. From an experience point of view, the program offers students the possibility of seeing things beyond the rawsonville community. The borders of rawsonville and Worcester were what they knew. Now they study in the heart of the cape Town cBd and Stellenbosch for example and they are learning skills through fellow students.

”

Jimmy Mandy, Fairhills association.

currently Fairhills has 3 full time enrolled students who are currently completing their 2nd year of tertiary studies in careers including primary school education, hairdressing and office management.

CHAPTER SEVEN

07 Towards a skilled workforce

Source: Northlink College. Picture: Gwen Rea

The Green PaPer Published in January 2012 noTed ThaT, desPiTe The advances made since The advenT of democracy, The educaTion sysTem conTinues To rePlicaTe The divisions of The PasT. black sTudenTs aT formerly whiTes-only insTiTuTions have ofTen been vicTims of racism, and female sTudenTs have been vicTims of PaTriarchal PracTices and sexual harassmenT. Poorer sTudenTs have To fiT in wiTh sysTems ThaT were desiGned for sTudenTs from relaTively PrivileGed backGrounds. oPPorTuniTies in rural areas are far more limiTed Than Those in urban areas and informal seTTlemenTs are also vicTims of underProvision. The maJoriTy of disabled sTudenTs conTinue To exPerience discriminaTion in Term of access To PosT-school educaTion and TraininG oPPorTuniTies, and The sysTem as a whole has inadequaTe faciliTies and sTaff To caTer for The needs of The disabled. educaTion for adulTs has been marGinalised and neGlecTed, and has seldom Provided a vocaTional comPonenT for Those seekinG To enhance Their occuPaTional skills.

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

The White Paper on post-school education and training was released in January 2014 and the key insights are included in these chapters. The White Paper focuses attention on the vision and policies to support the development of the post-school system. It represents government’s thinking in the area of higher education and training and is in line with the country’s key national policy documents including the National Development Plan, the New Growth Path, the Industrial Policy Action Plan and the draft Human Resource Development Strategy for South Africa. The White Paper includes strategies to improve the capacity of the post-school education and training system to meet South Africa’s needs. It outlines policy directions to guide the DHET and the institutions for which it is responsible in order to contribute to building a developmental state with a strong economy.

quick sTaTs In 2013, over three million youth (15 -24) in South Africa were not in education, employed or training (NEET). This represents nearly one third of our youth in South Africa. It is generally acknowledged, both nationally as well as internationally, that NEETs constitute one of the greatest threats to social stability.

Unemployment rate of 25.6% (38.4% if discouraged work-seekers are included). The highest unemployment rate (30.3%) is for those without a National Senior Certificate (NSC), 27% with a NSC and only 5.2% for university graduates (12.6% with a tertiary education).

a single, coordinated post-school education and training system;

ex p a n d e d a cce ss , i m p rove d q u a l i t y a n d increased diversity of provision;

a stronger and more cooperative relationship between education and training institutions and the workplace;

Source: TSiBA

104

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

a post-school system that can assist in building a fair, equitable, non-racial, non-sexist and democratic South Africa;

a post-school education and training system that is responsive to the needs of individual citizens, employers in both public and private sectors, as well as broader societal and developmental objectives.

EDUCATION HANDBOOK 2014

PosT-school sysTem The post-school system includes all education and training for those students who have completed school, who did not complete their schooling, and who never attended school. It consists of the following institutions:

n 23

public universities (with two more being established in 2014);

n 50 public Technical and Vocational Education and Training (TVET) colleges (formerly known as Further Education and Training [FET] colleges). Prior to 2002, there were over 152 technical colleges that have now been merged into 50 larger multi-campus institutions with 260 campuses. Since 2013, these colleges are now accountable to the national government rather than to the provinces;

Students in FET colleges have grown from 345 000 in 2010 to an estimated 650 000 in 2013. This is expected to increase to one million by 2015 and 2.5 million by 2030, with one million of these students in community colleges.

n 3 239 public adult learning centres (soon to

The main policy objectives are:

sTrucTure of The

Participation rates in universities have nearly doubled since 1994, when the headcount was 495 356. This is expected to increase further from just over 937 000 students (17.3%) in 2011 to about 1.6 million students (25%) in 2030. Almost 60% of students are engaged in contact-based study (balance in distance education). 82% undergraduate, 5% masters level and 1% Phd level. In 1994, 55% of students were black and by 2011, 80% were black.

Access to bursaries has increased from R300 million in 2010 to R1.988 billion in 2013 and is expected to continue to increase significantly over the next two decades.

Source: Statistics South Africa, quarterly labour force survey, quarter 2, 2013.

CELEBRATING 20 yEARS OF DEmOCRACy

be absorbed into the new community colleges) and 66 private adult learning centres;

private post-school institutions (449 registered private FET colleges and private Higher Education Institutions, also to be renamed TVET colleges);

n 21 SETAs and the National Skills Fund (NSF); n

regulatory bodies responsible for qualifications and quality assurance in the post-school system – the South African Qualifications Authority (SAQA) and the Quality Councils.

Source: Statistics on Post-School Education and Training in South Africa: 2011 published in 2013.

105

CHAPTER SEVEN

TAblE 1: NumbER of iNsTiTuTioNs ANd sTudENT ENRolmENT: 2011 Public higher education institutions Total number of institutions Student enrolment

Public FET Colleges

Private FET Colleges

Public AET Centres

Private AET Centres

SETAs

“...a need for these institutions to break out of the silos in which they have developed and – with the assistance of our Quality Councils and regulatory bodies – to contribute to the creation of a single, coherent and integrated system of post-school education and training. As we build our institutions, one of the most important measures of their success will be the extent to which they articulate with the rest of the post-school system.”

Total

449

3 239

3 848

938 201

400 273

134 446

289 363

8 271

144 121

1 914 675

Public higher education institutions. Source: 2011 HEMIS database, downloaded in August 2012. Public FET Colleges Source: 2011 Annual Survey, downloaded in August 2012. Private FET Colleges Source: 2011 Annual Survey, downloaded in August 2012. Public and Private Adult Education Training (AET) Centres Source: 2011 Annual Survey, downloaded in August 2012. Sector Education and Training Authorities (SETA) Source: 2011 SETA Quarterly Reports: provided in September 2012.

Close to two million students were enrolled in both public and private post-school education and training programmes in 2011. A number of state-owned post-school institutions also exist under the authority of several other national government departments, mainly (but not exclusively) training public service workers. Furthermore, some institutions are operated by provincial governments and municipalities to train their own personnel. The DHET – through the Quality Councils – is responsible for assuring the quality of provision in these colleges and for ensuring that the qualifications that they offer are registered.

resTrucTurinG of The sysTem

thinking of policy makers and citizens. National economic development has been prioritised, and the role of education and training as a contributor to development has begun to receive more attention. The National Development Plan (NDP), the New Growth Path and other key policy documents of government highlight important strategies and priorities for development, with an emphasis on inclusive growth and employment generation. The performance of the economy needs to be i m p r ove d , t o e x p a n d e m p l oy m e n t a n d t o equip people with the relevant skills to achieve sustainable livelihoods. This means improving partnerships and collaboration between the different departments, developing effective and well understood vocational learning and occupational pathways, and improving the quality of the learning and work experiences along those pathways.

In particular, the persistence – and in some ways the intensification – of serious structural challenges associated with unemployment, poverty and inequality have stimulated and refocused the

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

PosT-school sysTem Some important successes have been achieved in the post-school system, including the rapid expansion of enrolments in universities and colleges, quality improvements in parts of the system, desegregation and the opening up of opportunities to black and woman students. A skills levy system has also been established that provides the necessary resources for skills development. Despite very significant growth, South Africa still has a post-school education and training system that does not offer sufficient places to the many youth and adults seeking education and training. Expansion is needed, both in terms of the numbers of available places, and the types of education and training that are available. There needs to be greater differentiation and diversity among the institutions to provide for the needs of both students and employers.

Source: Northlink College

The Department of Higher Education and Training (DHET) was established in 2009, through the merger of those parts of the old Department of Education and the Department of Labour which dealt with post-school education and training. It is not only the education and training system that has changed. The social and economic challenges facing South Africa have also changed. Today, national priorities are seen somewhat differently by g ove r n m e n t co m p a re d to e a r l i e r i n t h e democracy.

106

– The minister of Higher Education and Training, dr b.E. Nzimande.

ProGress in The

EDUCATION HANDBOOK 2014

www.SkillsHandbook.co.za

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

facT sheeT on “neeTs”

figure 1: NEETs per province, 2011. 693

KwaZulu-Natal

Source: http://www.dhet.gov.za/LinkClick.aspx?fileticket=RUHZQ/BMp6s=&tabid=36

683

Gauteng

According to Cloete and Butler-Adam (2012)*, youth unemployment is both a demand-side, as well as a supply-side problem in South Africa. It is a demand-side problem since the number of jobs created in the economy is too small to absorb thousands of young school leavers searching for jobs. On the other hand, youth unemployment is a supply-side problem, as many young South Africans lack the appropriate skills, work-related capabilities and higher education qualifications required for a high-skills economy.

426

Eastern Cape Province

“NEETs” refers to young people who are not employed and who are not in education or training. It is generally acknowledged, both nationally as well as internationally, that NEETs constitute one of the greatest threats to social stability.

Western Cape

319

Limpopo

315 267

Mpumalanga

240

North West 181

Free State Northern Cape

75 0

*Cloete, N and Butler-Adam, J (2012). Match policy with reality and young people stand a chance. Mail and Guardian, 10 Aug 2012.

400

200

600

800

Number of persons who are NEET in thousands (’000) Source: Statistics SA, Census 2011 Supercross, extracted 09 April 2013 (calculation by DHET)

In 2013, over three million youth (15 to 24 years old) in South Africa were not employed and were not in education and training. This figure comprises almost one-third of our youth in South Africa. Table 1 shows that the total number of NEETs increased from about 2.0 million in 1996 to almost 3.2 million in 2011. South Africa’s NEET population is significantly higher than that of many other countries. For instance, the proportion of NEETs in Brazil is about 19%, whilst the average in Organisation for Economic Co-operation and Development (OECD) countries is about 16%. Source: OECD (2013), Education at a Glance 2013: OECD Indicators.

Table 1. Number and percentage of NEETs by census year. Year

1996 2001 2011

Total number of persons aged 1524 in thousands (000') 8,166

Number of persons who are NEET in thousands (000') 2,049

NEET rate

25.1%

9,271

3,155

34.0%

10,378

3,199

30.8%

Source: Statistics SA, Census 2011 Supercross, extracted 09 April 2013 (calculation DHET)

Figure 1 shows that in 2011, KwaZulu-Natal had the highest number of NEETs (693 000), followed closely by Gauteng province with 683 000 NEETs. These figures suggest the need for high-level interventions to reduce the impact of youth marginalisation in these two provinces. Although Northern Cape had the lowest number of NEETs in relation to other provinces, Table 2 below indicates that over one-third of 15 to 24 year olds in the Northern Cape (35.4%) were NEET in 2011. Similarly, although North-West province had a relatively lower number of NEETs, it had the highest proportion of NEETs relative to other provinces (at 36.4%). Surprisingly, Limpopo had the lowest proportion of NEETs relative to other provinces (at 26.8%).

Table 2: NEETs per province, 2011.

Province

Eastern Cape

Total number of persons aged 15-24 in thousands (000’)

Number of persons who are NEET in Thousands (000’)

NEET Rate

1,349

426

31.6%

545

181

33.2%

Gauteng

2,299

683

29.7%

KwaZulu-Natal

2,222

693

31.2%

Free State

Limpopo

1,175

315

26.8%

Mpumalanga

852

267

31.3%

North-West

660

240

36.4%

212

35.4%

1,064

319

30.0%

10,378

3,199

30.8%

Northern Cape Western Cape Total

Source: Statistics SA, Census 2011 Supercross, extracted 09 April 2013 (calculation by DHET)

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

Table 3: NEETs by highest level of education attainment Highest level of education attainment

Table 3 indicates that, in 2011, two groups of persons aged 15 to 24 comprise a high proportion of NEETs:

1996 in 2001 in 2011 in Thousands Thousands Thousands (000’) (000’) (000’)

No schooling

290

380

110

Primary or less

563

661

414

Secondary education less than Grade 12

390

592

1,482

Grade 12

339

660

1,102

Grade 12 with Certificate/ Diploma Degree

Other and Unspecified Total

415

853

2,049

3,155

3,199

Source: Statistics SA, Census 2011 Supercross, extracted 09 April 2013 (calculation by DHET) 7 Degree includes the following: persons who have completed a Bachelor’s Degree, and/or a post-graduate Diploma; and/or an Honour’s degree; and/or a Higher Degree (Masters/PhD).

(a)

those with a matric certificate as their highest level of qualification, and

(b) those

who have secondary education which is less than Grade 12 as their highest level of qualification. It is concerning that over one million persons, who have Grade 12 as their highest level of qualification, were NEETs in 2011.

the number of persons aged 15 to 24 who have grade 12 as their highest level of education attainment and who are neets has increased significantly over the years – from 339 000 in 1996 to over 1 million in 2011.

Table 4: NEETs by highest level of education attainment by single ages, 2011 Education Level No schooling

Total

4,885

5,592

6,702

8,193

10,425

12,710

14,786

15,075

15,930

15,339

109,637

Primary or less

23,228

28,976

35,029

38,013

42,749

47,177

50,436

47,807

51,054

49,267

413,736

Secondary education less than Grade 12

25,055

43,105 70,430 105,556

147,099

191,275

223,171 224,849

Grade 12

Grade 12 with certificate/ diploma

Degree8

Other and unspecified Total

Table 3 also shows that 11 000 persons who had a bachelor ’s degree as their highest level of education, were NEETs in 2011. This figure too, has increased significantly over the years.

Age

230,216 220,837 1,481,593

9,802

52,492

115,576

163,710

191,424

193,857

191,182

184,074

1,102,117

1,267

3,484

7,444

11,757

15,079

17,042

17,496

73,569

298

902

2,422

3,486

4,129

11,237

119

169

225

332

564

820

987

1,050

1,078

1,099

6,443

53,287

77,842

122,188 205,853

319,897 423,434 493,463 500,139 509,988

492,241 3,198,332

Source: Statistics SA, Census 2011 Supercross, extracted 09 April 2013 (calculation by DHET)

Table 4 above shows that NEETs are mainly aged from 20 to 24 years. School-dropout begins to increase sharply when young people reach the age of 17.

Numbers of persons who are NEETs in Thousands

figure 2: NEETs by trend years and gender. 1 800 1 600 1 400 1 200 1 000 800 600 400 200

Male Female

1996

2001

2011

814

1 371

1 431

1 235

1 784

1 768

Source: Northlink College

Source: Statistics SA, Census 2011 Supercross, extracted 09 July 2013(calculation by DHET)

In 2011, there were close to 1.8 million female NEETs as compared to 1.4 million male NEETs in South Africa. Figure 2 shows that the number of female NEETs far exceeded the number of male NEETs over all three census years.

110

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

111

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

DROP-OUT RATES AND UNEMPLOYMENT

current 900 000 students now to 1.6-million by 2030. It opened two new universities this year – the University of Mpumalanga in Nelspruit and Sol Plaatje University in Kimberley in the Northern Cape. Together they aim to cater for over 25 000 students in the next ten years.

by Victoria John

Source: EduPeg

The Report of the Ministerial Committee for the Review of the Funding of Universities, published by the department last month, stated that meeting the resource needs of universities and the rest of the sector will require significant additional funding.

The number of 15 to 24 year-old South Af r ic a n s w ho are no t i n e m p l oyme n t, education or training (NEETs) has grown from two million in 1996 to 3.5 million, higher education and training minister Blade Nzimande announced in January this year. The White Paper on post-school education and training will attempt to shrink this startling figure by increasing access to higher education and skills training by enabling a more diversified higher education sector. One of the major contributors to the NEETs problem is another disturbing figure made public, also in January this year, in a report called Vital Stats: Public Higher Education 2011. Published by the Council on Higher Education, the report stated that about 50% of all students who enter university would drop out before they finish their degrees or

112

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

With too little funding, too few student places, and not enough support to retain them once they are there, young people should be encouraged to pursue alternative avenues of higher education to universities. The department has for the last few years

touted further education and training colleges as being a viable and valuable alternative. The White Paper said the department would improve management and governance at these colleges and develop their quality of teaching and learning. A new type of institution, called community colleges, will be introduced for youth who have not finished school or who never attended school and thus do not qualify to study at TVET colleges and universities. They will group together a number of existing public adult learning centres and will be given adequate infrastructure and full-time staff. The department would also link education a n d t h e wo r k p l a ce by s t re n g t h e n i n g partnershi ps wi th employe r s to pl a ce students when they finish their studies.

diplomas. It is also a well-known fact that hundreds of thousands of young people don’t even get to this point: many drop out of school before they even reach matric. in 2002 over 1 200 000 pupils started grade 1. in 2011 there were 1 050 000 pupils in grade 10. only 576 490 pupils enrolled in matric in 2013. this means that 479 300 were lost between grades 10 and 12. It is widely acknowledged that these millions of side-lined NEETs constitute one of the greatest threats to social stability, which is why Nzimande said at the launch of the White Paper that a strategy is desperately needed to pull them “out of the doldrums of poverty and misery”. T h e d e p a r t m e n t h a s s e t a t a rg e t o f expanding university enrolment from the

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

113

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

addressinG The issue of INTERNSHIP PROGRAMME FOR GRADUATES

youTh unemPloymenT The government has embarked on a number of initiatives to reduce the number of young people who are NEET. Improving young people’s access to higher education and vocational education and training is one such strategy.

The Minister of Trade and Industry has launched a R71-million internship programme for 1 200 unemployed graduates from various technical colleges at further education and training colleges across the country. The Itukise programme will see the Department o f Tra d e a n d I n d u st r y e n g a g i n g w i t h companies that have received various incentives from the department to provide relevant work experience to unemployed graduates for 12 months. The programme will be implemented in three “waves” of intakes over two years, with the first wave taking place on 1 April 2014, the second in August and the final wave in April 2015. Particular focus will be placed on developing manufacturing-related and technical skills.

The National Development Plan targets increased access to Further Education and Training (FET) colleges (1.25 million students by 2030), and to Higher Education Institutions (1.6 million by 2030). The NDP also aims to provide second chance opportunities to young people to complete Grade 12 by offering an adult matric qualification, targeting one million adults by 2030. The Department of Higher Education and Training has placed greater emphasis on channelling youth towards artisanships, and aims to produce at least 10 000 artisans each year to contribute towards skills planning. This initiative will help contribute to the reduction in the number of NEETs in South Africa.

Source: http://www.engineeringnews.co.za/article/davies-launchesr71m-internship-programme-for-graduates-2014-03-05

The youTh emPloymenT accord

The need for an

The Youth Employment Accord commits to connecting young people to employment opportunities through job placements. In terms of the Accord, all government departments are required to employ interns, the number of which equates to 5% of the total number of their employees. In addition, state-owned enterprises are expected to expand placement opportunities for FET College and university students who need work experience as part of completing their studies.

exPanded educaTion sysTem The higher education system needs to be expanded to cater for the needs of the over three million young people who are NEET, to cater for the economy that must enhance its skills levels in order to grow and to provide the high-level research and innovation required. General, vocational and professional educational opportunities need to be expanded as well as opportunities for postgraduate study.

The Youth Employment Accord also calls for Sector Education and Training Authorities (SETAs) and other institutions to play a stronger role in addressing the challenges faced by young people in sector and workplace training programmes. Dedicated programmes of support for youth enterprises and youth co-ops through public agencies such as the Small Enterprise Finance Agency (SEFA), and the Small Enterprise Development Agency (SEDA) are also being strengthened. Youth unemployment is a major national challenge which requires urgent and coordinated responses. The monitoring of NEET rates will provide evidence on whether interventions to improve education, training and work opportunities for young people in South Africa are bearing fruit.

114

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

A greater number of workplace training opportunities are needed, which requires more involvement of employers in the education and training process. We need to find ways to assist those who find themselves outside the formal economy and need to find creative and sustainable ways to earn a living.

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

115

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

“Much (although by no means all) of the education offered in our institutions is inadequate in quality and many post-school educational institutions, the Sector Education and Training Authorities (SETAs), the National Skills Fund (NSF), and the skills system as a whole have operated less than optimally. Quality challenges are varied and relate to governance, management, teaching, curriculum, quality assurance, infrastructure, and the insufficient cooperation among post-school institutions and between them and employers.” – WHiTE PAPER foR PosT-sCHool EduCATion And TRAining.

Training and vocaTional educaTion and Training (TveT) colleges The DHET’s highest priority is to strengthen and expand the public TVET colleges and turn them into attractive institutions of choice for school leavers. Total head-count enrolments have increased from just over 345 000 in 2010 to an estimated 650 000 in 2013; they are expected to increase to 1 million by 2015 and 2.5 million by 2030.

116

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

EDUCATION HANDBOOK 2014

Table 5: Number of staff and students per college: 2011 Name of College 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

Boland FET College Buffalo City FET College Capricorn FET College Central JHB FET College Coastal FET College College of Cape Town FET College East Cape Midlands FET College Ehlanzeni FET College Ekurhuleni East FET College Ekurhuleni West College Elangeni FET College Esayidi FET College False Bay FET College Flavius Mareka FET College Gert Sibande FET College Goldfields FET College Ikhala FET College Ingwe FET College King Hintsa FET College King Sabata Dalindyebo FET College Lephalale FET College Letaba FET College Lovedale FET College Majuba FET College Maluti FET College Mnambithi FET College Mopani South East FET College Motheo FET College Mthashana FET College Nkangala FET College Northern Cape Rural FET College Northern Cape Urban FET College Northlink FET College Orbit FET College Port Elizabeth FET College Sedibeng FET College Sekhukhune FET College South Cape FET College South West FET College Taletso FET College Thekwini FET College Tshwane North FET College Tshwane South FET College Umfolozi FET College Umgungund lovu FET College Vhembe FET College Vuselela FET College Waterberg FET College West Coast FET College Western College FET College

TOTAL

Number of Staff

Number of Students

367 286 409 441 639 469 284 236 395 530 344 367 353 229 311 170 110 120 173 406 100 186 227 491 340 173 187 381 194 259 148 125 642 330 348 312 204 328 384 253 283 591 555 373 290 334 318 194 279 276

9,941 6,614 7,647 16,154 15,105 8,571 6,862 3,454 5,511 15,854 5,415 8,923 5,478 6,835 7,695 4,157 2,128 2,810 2,818 5,506 6,785 2,430 2,394 22,176 7,172 4,640 6,744 13,201 3,276 6,719 4,828 4,121 20,857 9,320 7,826 6,338 5,135 4,554 9,498 4,291 8,680 12,687 22,352 9,676 10,275 11,569 8,513 2,838 4,746 9,154

15,744

400,273

Souce: Statistics on Post-School Education and Training in South Africa: 2011.

CELEBRATING 20 yEARS OF DEmOCRACy

117

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

Key objectives in strengthening colleges include:

improving management and governance,

developing the quality of teaching and learning,

increasing the responsiveness to local labour markets,

improving student support services, and

developing infrastructure.

The current mix of programmes and qualifications in the TVET colleges is complex to administer, difficult for learners and parents to understand, and often poorly quality-assured.

Emphasis will be given to strengthening partnerships with employers, both at the system level and at individual colleges. These partnerships will assist the colleges to locate opportunities for work-integrated learning, to place students when they complete their studies, and to obtain regular workplace exposure for staff, to keep them updated on industry developments. Employers will also be encouraged to advise the college system and individual colleges around issues of curriculum. SETAs will have an important role to play in promoting and facilitating links between colleges and employers. It is expected that this interaction will result in a differentiated college system with various niche areas of specialisation, which is more responsive to the market needs.

Source: Northlink College. Picture: Gwen Rea

The range of vocational programmes and qualifications will be reviewed and rationalised, by both

fET CollEgEs CoNTACT dETAils

the DHET and the DBE and will also involve the colleges, employers and relevant unions.

feT colleGe Province: Mpumalanga ehlanzeni college nkangala college Gert sibande college Province: Gauteng central Jhb college ekhurhuleni east college ekhurhuleni west college sedibeng college south west Gauteng college Tshwane north college Tshwane south college western college (wesTcol) Province: Eastern Cape buffalo city college east cape midlands college ikhala college ingwe college king hintsa college Port elizabeth feT college lovedale Public feT college Province: Northern Cape northern cape rural college northern cape urban college Province: Free State flavius mareka college Goldfields college maluti college motheo college Province: KwaZulu-Natal coastal feT college elangeni feT college esayidi college mnambithi college mthashana college majuba feT college Thekwini college umgungundlovu college umfolozi college Province: Western Cape boland college college of cape Town false bay college northlink college south cape college west coast feT college Province: North West orbit college Taletso college vuselela college Province: Limpopo capricorn feT college lephalale college lethaba college sekhukhune college mopani south east college vhembe college waterberg college

TelePhone

websiTe

013 752 7105 013 690 1430 017 712 9040

www.ehlanzenicollege.co.za www.nkangalafet.edu.za www.gscollege.co.za

011 484 1388 011 736 4400 086 139 2111 016 422 6645 011 984 1260 012 401 1600 086 144 1111 011 692 4004 / 4082

www.cjc.co.za www.eec.edu.za www.ewc.edu.za www.sedcol.co.za www.swgc.co.za www.tnc4fet.co.za www.tsc.edu.za www.westcol.co.za

043 722 5453 041 995 2000 047 873 8800 039 255 0346 047 401 6400 041 585 7771 043 642 1388

www.bccollege.co.za www.emcol.co.za www.ikhalacollege.co.za email: sipamla@ingwecollege.org.za email: teki@kinghintsa@fetcollege.org.za www.pecollege.edu.za www.lovedalecollege.co.za

054 331 3836 053 839 2063

www.ncrfet.edu.za www.ncufetcollege.edu.za

016 976 0815 / 29 057 910 6000 058 713 3048 051 411 2000

www.flaviusmareka.net www.gfc.za.net/GfeT/ www.malutifet.org www.motheofet.co.za

031 905 7000 / 1 031 716 6700 039 684 0110 036 638 3800 034 980 1010 034 326 4888 031 250 8400 0860 105 790 035 902 9503

www.coastelkzn.co.za www.efet.co.za www.esayidifet.co.za www.mnambithicollege.co.za email: mthashana@telkomsa.net www.majuba.edu.za www.thekwinicollege.co.za www.ufetcollege.co.za www.umfolozicollege.co.za

021 886 7111 021 404 6700 021 003 0600 0860 065 465 044 884 0359 022 482 1143

www.bolandcollege.com www.cct.edu.za www.falsebaycollege.co.za www.northlink.co.za www.sccollege.co.za www.westcoastcollege.co.za

014 592 7014 018 384 2346 018 406 7800

www.orbitcollege.co.za www.taletsofetcollege.co.za www.vuselelacollege.co.za

015 730 1800 014 763 2252 015 307 5440 013 269 0278 015 781 5721 / 5 015 963 3156 015 491 8581

www.capricorncollege.co.za www.lephalalefetcollege.co.za www.letabafet.co.za www.sekfetcol.org www.mopanicollege.edu.za www.waterbergcollege.co.za

Source: www.fetcolleges.co.za

118

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

119

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

communiTy colleGes

oTher Public colleGes

Community colleges will be introduced to cater for those youth and adults who did not complete their schooling or who never attended school and do not qualify to study at TVET colleges and universities. They will be multi-campus institutions which group together a number of existing Public Adult Learning Centres (PALCs). They will be provided with adequate infrastructure and a critical mass of full-time staff, and will be expanded by adding new campuses when needed. Although they will be public colleges, they will be able to enter into partnerships with community-owned or private institutions such as church-run or other education and training centres.

All public colleges under the management of other government departments must comply with the requirements of SAQA, education and training quality assurance institutions and the National Qualifications Framework (NQF). Qualifications at all public colleges should articulate easily with programmes in other post-school institutions. A government decision to shift responsibility for the agricultural colleges from the Department of Agriculture to the DHET will be effected in the near future.

Community colleges will build on the current offerings of the PALCs to expand vocational and skills-development programmes and non-formal programmes. Formal programmes will include the General Education and Training Certificate (GETC) and Senior Certificate programmes currently offered, as well as the proposed new National Senior Certificate for Adults (NASCA) and occupational programmes funded by SETAs or the NSF.

The souTh african insTiTuTe for vocaTional and conTinuinG educaTion and TraininG (saivceT) This institute will be established in order to provide necessary and appropriate support to the college sector. The primary responsibilities of SAIVCET will include:

developing innovative curricula for TVET and community colleges;

upgrading the technical knowledge and pedagogical skills of existing staff in TVET and community colleges, and promoting the professional status of lecturers, instructors and trainers;

providing a forum for experts to develop materials for TVET and community college programmes;

advising the Minister on vocational and continuing education;

initiating research on the TVET colleges, the community colleges and the college system as a whole;

promoting dialogue, coordination and linkages between TVET and community colleges, and between these institutions and universities, SETAs, employers and workers, in order to enhance coherence and articulation;

monitoring and evaluation of the TVET and community colleges.

PrivaTe educaTion Providers

The community colleges can draw on the strengths of the non-formal sector – particularly its community responsiveness and its focus on citizen and social education – in order to strengthen and expand popular citizen and community education.

The available data on private post-school institutions is inaccurate, incomplete and scattered among various data sets in various institutions. The DHET will be focusing on coordinating the data, so that the analysis of data – combined with information from the Quality Councils – will give a better idea of the extent and quality of private educational provision, to understand its contribution more fully.

Community colleges will also link directly with the work of public programmes – such as the Expanded Public Works Programme (EPWP), Community Works Programmes (CWP), and others – to provide appropriate skills and knowledge. Such programmes can provide work-integrated learning opportunities, while the colleges provide classroom and workshopbased learning. The SETAs will play a facilitating role in these partnerships.

The DHET is also planning to undertake a review of the regulation and quality assurance of private providers. It is roughly estimated that the private TVET and higher education institutions will have an enrolment of approximately half a million by 2030.

The introduction of community colleges will take a phased approach, and will be preceded by a pilot process to help inform further development of the concept and its roll-out throughout the country. It is envisaged that the community colleges will have a headcount enrolment of one million by 2030, as compared to the 265 000 in the PALCs in 2011.

120

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

addressinG disabiliTy The White Paper calls for greater awareness of the needs of students and staff with disabilities. The DHET is planning to develop a strategic policy framework to improve access to post-school education and training for people with disabilities. The framework will require all post-school institutions to develop policy and plans for improving access. Norms and standards for the integration of students and staff with disabilities in all aspects of university and college life will be developed, to guide the institutions in their planning. Attention will be focused on women with disabilities, disabled students from poor families and improving the throughput rates of disabled students. Workbased opportunities for students with disabilities will also get attention. The DHET will also build its own internal capacity to improve information management, conduct research into disability in the post-school sector, policy development and support, and provide the necessary resources to institutions to enable transformation in this area.

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

121

TOWARDS A SKILLED WORKFORCE

CHAPTER SEVEN

Opening learning

The role of secTor

thrOugh diverse mOdes

educaTion and TraininG

Of prOvisiOn

auThoriTies (seTas)

Open learning principles will guide the development of the post-school distance education landscape, to complement traditional campus-based provision. Distance education will consist of a network of education providers supported by learning support centres and/ or connectivity for students. A wide range of learning opportunities will be offered to potential students closer to their homes and which are appropriate to their contexts. Quality national learning resources will be developed collaboratively to support this mode of learning, which will be made available as Open Education Resources. [OER]1

in TraininG in The workPlace In areas of work such as the artisan trades, apprenticeships have traditionally been the pathway to qualifications. The apprenticeship system has been allowed to deteriorate since the mid-1980s, resulting in a shortage of mid-level skills in the engineering and construction fields. Re-establishing a good artisan training system is now an urgent priority. The current target is for the country to produce 30 000 artisans a year by 2030.

To ensure that the needs of the market are met, the design of training systems, including curricula, requires close cooperation between education and training providers and employers – especially in those programmes providing vocational training. It is also important to expand other forms of on-thejob training, including learnerships and internships in non-artisan fields. The Sector Education and Training Authorities (SETAs) have a crucial role to play in facilitating such workplace learning partnerships between employers and educational institutions. The plan is to simplify and clarify the roles of the SETAs and the National Skills Fund (NSF) to build their capacity in line with their core functions. SETAs will focus on developing the skills of employees and a skills pipeline for these workplaces. Their focus will be narrowed to engaging with stakeholders in the workplace, establishing their needs, and ensuring that providers have the capacity to deliver against these.

Universities will be encouraged to expand distance higher education for vocationally oriented diploma programmes. This area is currently less developed than distance education for the purely academic programmes. The DHET will also encourage all universities to expand online and blended learning as a way to offer niche programmes. The DHET will also investigate the possibility of providing distance education programmes at the TVET and community college level. The theoretical component of apprenticeships might also be offered through distance education, especially for those students who live or work far from an appropriate college or who prefer this model. It will be necessary to increase staff numbers and expand equitable access to ICT resources as distance education enrolment grows. The expansion of open and distance modes of delivery will require that quality assurance receives attention from the DHET and the Quality Councils.

122

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

EDUCATION HANDBOOK 2014

Source: Northlink College

1. A useful definition of open education resources is provided by the United Nations Educational, Scientific and Cultural Organisation (UNESCO). They are “educational resources that are openly available for use by educators and students, without an accompanying need to pay royalties or licence fees” (UNESCO and Commonwealth of Learning, A Basic Guide to Open Educational Resources (2011: 5).

CELEBRATING 20 yEARS OF DEmOCRACy

123

Source: Northlink College

Number of workers enrolled in SETA learning programmes, per category for the period 2011/2012. Learnership

SETA

Target

AGRISETA

Bursaries

Actual

Target

Internships

Actual

Target

Actual

Skills Programmes Target

Actual

Total Target

SETA Contact List

Total Actuals

seTa

Telephone number(s)

website address

aGriseTa - agricultural sector education Training authority

(012) 301 5600

www.agriseta.co.za

bankseTa – banking sector education and Training authority

(011) 805-9661

www.bankseta.org.za

800

1,040

1,200

2,404

2,040

3,508

BANKSETA

409

511

CATHSETA

200

755

100

131

100

910

400

1,843

caThseTa - culture, arts, Tourism, hospital, sports, sector education and Training authority

(011) 217 0600

www.cathsseta.org.za

160

922

1,082

ceTa - construction education and Training authority

(011) 265 5900

www.ceta.org.za

1,200

1,311

550

2,393

1,825

3,725

chieTa - chemical industries education and Training authority

(011) 628 7000

www.chieta.org.za

145

381

1,000

1,105

1,145

1,576

ESETA - Energy Sector Education and Training Authority

(011) 689 5300

www.eseta.org.za

EWSETA

600

149

1,200

106

1,800

323

eTdP seTa - education, Training and development Practices services Education and Training Authority

(011) 628 5000

www.etdpseta.org.za

FASSET

260

1,686

15,000

12,234

15,260

13,920

EWSETA - Energy Sector Education and Training Authority

(011) 274 4700

www.eseta.org.za

FOODBEV

600

710

151

274

400

882

1,151

1,866

FP&MSETA

600

522

200

708

880

1,248

FASSET - Finance and Accounting Services Sector Education and Training authority

(011) 476-8570

www.fasset.org.za

1,200

2,339

225

262

1,425

2,601

FOODBEV SETA - Food and Beverage Manufacturing Industry Sector education and Training authority

(011) 253 7300

www.foodbev.co.za

INSETA

233

258

706

1,197

LGSETA

1,480

1,923

182

4,200

4,703

5,760

6,808

FP&M SETA - Fibre Processing and Manufacturing Sector Education and Training authority

(011) 403 1700

www.fpmseta.org.za

MERSETA

1,800

2,432

120

130

3,120

3,830

5,040

6,392

hwseTa- health and welfare sector education and Training authority

(011) 607 6900

www.hwseta.org.za

MICT

472

300

412

772

422

INSETA - Insurance Sector Education and Training Authority

(011) 381 8900

www.inseta.org.za

MQA

600

191

19,340

22,268

19,940

22,459

LGSETA - Local Government Sector Education and Training Authority

(011) 456-8579

www.lgseta.co.za

PSETA

250

355

250

191

250

162

750

708

MERSETA - Manufacturing, Engineering and Related Services Sector education and Training authority

(011) 544-1316

www.merseta.org.za

2,176

432

224

3,754

2,587

6,154

3,019

(011) 207 2600

www.mict.org.za

491

128

237

856

micT seTa - media, information and communications Technologies Sector Education and Training Authority

1,270

786

200

579

175

6,200

13,071

7,845

14,449

MQA - Mining Qualifications Authority

(011) 630-3500

www.mqa.org.za

300

668

300

1,750

600

2,516

PSETA - Public Service Sector Education and Training Authority

(012) 314 7490

www.dpsa.gov.za

13,336

16,371

1,937

2,800

175

202

57,339

71,656

72,787

91,029

SASSETA - Safety and Security Sector Education and Training Authority

086 110 2477 / (011) 347 0200

www.sasseta.org.za

Source: SETAs Quarterly Reports, September 2012.

SERVICES SETA - Services Sector Education and Training Authority

(021) 910 3001 / (011) 276 9600

www.serviceseta.org.za

Note 1: The category “learnerships” – a learning programme that leads to an occupational qualification or part qualification, includes an apprenticeship and cadetship.

TeTa - Transport education and Training authority

(011) 781-1280

www.teta.org.za

W&RSETA - Wholesale & Retail Sector Education and Training Authority

(011) 544 1316

www.wrseta.org.za

CETA CHIETA ETDPSETA

HWSETA

SASSETA SERVICES TETA W&RSETA Total

Note 2: The category “bursaries” – is part of a qualification as defined in the NQF Act. Note 3: The category “internships” – the structured work experience component of an occupational qualification registered by the QCTO. Note 4: The category “skills programmes” – is part of a qualification as defined in the NQF Act.

124

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

125

CHAPTER SEVEN

The role of The naTional skills fund (nsf) The NSF will be responsible for aligning skills d eve l o p m e n t t o t h e n a t i o n a l d eve l o p m e n t strategies and priorities, which includes building linkages within the skills system and providing funds for government strategies such as youth p ro g ra m m e s , b u i l d i n g s m a l l b u s i n e ss e s a n d cooperatives, and rural development. It will also fund research and innovation that is not confined to a particular sector. A mandatory grant is paid by employers to the SETAs, which will be used to gather accurate data on sector skills needs. Companies will also be expected to submit an annual training report, which will include information about current levels of skills, experience and qualifications of employees, training that is taking place and their skills priorities and gaps for both the short term and the medium term. Submission of the above will entitle the employer to claim back 20% of the mandatory grant. SETA funding of training will come from the discretionary grant. This will be for programmes intended to support existing businesses â&#x20AC;&#x201C; for training both employees and potential new entrants to the labour market. Providers could be public, private or even the employersâ&#x20AC;&#x2122; own in-house training institutions, provided they have the capacity to provide all or substantial parts of qualifications. SETAs and the NSF will also use the discretionary grant to fund skills development capacity in public education and training institutions. SETAs must show alignment between the funds they spend and the objectives in their strategic plans.

The develoPmenT of a cenTral skills PlanninG sysTem The DHET will consolidate initiatives towards developing a central skills planning system. A planning unit will be established to work with key public institutions to develop a national skills planning system. The SETAs will supply sector-

126

CHAPTER 7 | TOWARDS A SKILLED WORKFORCE

specific, reliable quantitative data to the national ce n t ra l p l a n n i n g p ro ce s s , e n g a g e w i t h key stakeholders to test scenarios that emerge from the central skills planning process, and plan to support provision in priority areas. The DHET, with the SETAs, will use the national and sectoral information on skills demand to plan future supply. A restructured and refocused National Skills Authority will concentrate specifically on monitoring and evaluating the SETAs. This implies that it will become an expert body with high-level monitoring and evaluation skills.

The naTional qualificaTion framework (nqf) and The qualiTy councils The Quality Councils will remain largely unchanged, but individual Councils will have greater flexibility to quality assure qualifications on NQF levels from which they were previously restricted. For example, Umalusi could quality assure certain Level 5 qualifications on the General and Further Education and Training Qualifications Framework. SAQA will mediate where differences arise between Quality Councils. E n s u r i n g a r t i c u l at i o n o f q u a l i f i c at i o n s i s a n important concern for the DHET as well as for SAQA and the Quality Councils. SAQA must provide guidance on articulation between the three subframeworks and must endeavour to ensure that institutions avoid unfair and irrational barriers to acceptance and credit transfer. All institutions in the post-school system must work together to ensure that there are no dead ends for learners. Quality Councils should use external assessment to reveal poor performance (except in universities, w h e re a s s e s s m e n t i s i n s t i t u t i o n - b a s e d a n d m o d e ra te d t h ro u g h p e e r - rev i ewe d ex te r n a l assessment systems). The Quality Councils must investigate institutions where learners consistently perform poorly, and institute appropriate remedial or capacity-building measures. Institutions which continue to be problematic should be closed down where necessary.

EDUCATION HANDBOOK 2014

CHAPTER EIGHT

08 invesTing in The fuTure: The role of universiTies and universiTies of Technology

The WhiTe PaPer for PosT-school educaTion and Training ouTlines The vision for The role of universiTies and insTiTuTions of Technologies in develoPing our fuTure leaders. There are 25 Public higher educaTion insTiTuTions (hei) in souTh africa, WiTh 11 regarded as “TradiTional” universiTies, six are universiTies of Technology and eighT are comPrehensive universiTies.

SAStudy.co.zA is south AfricA’s premier source of informAtion on higher educAtion institutions course informAtion, finAnciAl Aid And life skills to support our youth to mAke the right choices.

Be there when they need you and share how you can support youth development. to reach aspirational youth now, call us on +27 (0)21 865 2813 or email us on info@argo.org.za and be part of their future. www.argo.org.za | Facebook: Argo Marketing | twitter: @Argo_Marketing

CHAPTER EIGHT

INVESTING IN THE FUTURE - THE ROLE OF UNIVERSITIES AND INSTITUTIONS OF TECHNOLOGIES

develoPing our fuTure leaders the department of higher education and training’s (dhet’s) main focus will be on promoting the improvement of quality and building appropriate diversity. improving articulation between higher education institutions, universities and other postschool institutions is also an important focus. south Africa needs a diverse university sector which is purposefully differentiated; the White

paper sets out principles to guide the ongoing differentiation of the university sector and the formulation of institutional missions. participation rates in universities have been steadily increasing, as indicated in figure 1.

(Source: The White Paper for post-school education and training).

figure 1. heAdcount enrolments By rAce from 2006 to 2011. 1 000 000 900 000 800 000 700 000 600 000 500 000 400 000 300 000 200 000 100 000 0 2006

2007

2008

2009

2010

2011

African

451 106

476 768

515 058

547 686

595 963

640 442

coloured

48 538

49 069

51 647

55 101

58 219

59 312

indian

54 859

52 596

52 401

53 629

54 637

54 698

White

184 667

180 463

178 140

179 232

178 346

177 365

total

741 380

761 090

799 490

837 779

892 943

938 200

This Trend is exPecTed To increase from T h e c u r r e n T 1 7 .3 % T o 25% – T h a T i s , f r o m j u s T o v e r 93 7 0 00 s T u d e n T s i n 2011 T o a b o u T 1.6 m i l l i o n e n r o l m e n T s i n 2030. a s P a r T i c i P a T i o n increases, universiTies musT simulTaneously focus Their aTTenTion on imProving sTudenT Performance.

130

CHAPTER 8 | INVESTING IN THE FUTURE

EDUCATION HANDBOOK 2014

Source: TSiBA

(source: Vital Stats Public Higher Education 2011).

CELEBRATING 20 yEARS OF DEmOCRACy

Improving student access, success and throughput rates is a serious challenge for the university sector and is a priority focus for national policy and for the institutions themselves. Particular attention will be given to those groups of students whose race, gender or disability status previously disadvantaged them. The development of the scarce and critical skills needed for South Africa’s economic development will also be given priority. Progressively introducing free education for the poor as resources become available is also recognised as a key priority. 131

CHAPTER EIGHT

OvERviEw Of EnROlmEnT in PubliC HigHER EduCATiOn insTiTuTiOns: 2011.

headcount student enrolments

distance

set

Business

humanities

cape peninsula university of technology

32,479

32,506

university of cape town

25,301

n.a

central university of technology, free state

12,363

281

12,644

24,840

n.a

11,144

n.a

university of the free state

26,796

4,790

31,586

university of Johannesburg

50,528

n.a

university of kwaZulu-natal

35,514

6,248

41,762

university of limpopo

20,504

n.a

nelson mandela metropolitan university

24,358

1,898

26,256

north West university

31,663

24,978

56,641

university of pretoria

44,745

13,383

58,128

100

7,278

n.a

university of south Africa

328,851

328,864

university of stellenbosch

27,266

n.a

tshwane university of technology

49,025

1,050

50,075

university of Venda

10,342

100

n.a

21,861

n.a

Walter sisulu university

27,029

100

n.a

university of Western cape

18,764

n.a

university of Witwatersrand

29,004

n.a

university of Zululand

15,592

100

n.a

mangosuthu university of technology

10,286

100

n.a

556,695 381,506

938,201

durban university of technology university of fort hare

rhodes university

Vaal university of technology

total/Average

total

contact

distance

contact

percentage of contact and distance headcount enrolments in major fields of study (%)

distance

female students as proportion of headcount totals (%)

contact

institution

Black students as proportion of headcount totals (%)

Source: 2011 Hermis Database, August 2012.

132

CHAPTER 8 | INVESTING IN THE FUTURE

EDUCATION HANDBOOK 2014

www.uj.ac.za/news

CHAPTER EIGHT

ParTiciPaTion raTes participation in universities needs to increase from the current rate of 17.3% to 25%. By 2030 there should be a total enrolment of approximately 1.6 million. this expansion will be at a slightly slower rate than has been achieved since democracy. plans to expand the university sub-system already exist, with a focus on areas of national need, such as teacher education, health, particular areas of engineering and technology. As participation increases, universities must simultaneously focus their attention on improving student performance. improving student access, success and throughput rates is a very serious challenge for the university sector and must become a priority focus for national policy and for the institutions themselves.

exPansion WiThin The sysTem two new comprehensive universities are being established in northern cape and mpumalanga. the existing institutes of higher education in these provinces will gradually be phased out, with care taken not to decrease the provision of higher education in the process. the medunsA campus of the university of limpopo has been demerged from the university, and will be developed into an independent and comprehensive university providing teaching and research for medicine and allied health sciences, including veterinary sciences. A new medical school will be built in limpopo. some former teacher education campuses will be re-opened, attached to particular universities. Additional universities will eventually be required in the context of meeting the enrolment targets. increasing university enrolments will need to occur in a measured and planned fashion, thus providing time for universities to recruit skilled personnel, develop new programmes and build new infrastructure.

The cenTral aPPlicaTions service (cas) As the university and post-school sector grows, it will be essential to facilitate student access to the right programmes and institutions. it is vital to improve the information and support available to students as they make pre-admission decisions. it will also be necessary to facilitate access to institutions. the central Applications service (cAs) is a crucial move towards supporting informed access to universities and other post-school opportunities

134

CHAPTER 8 | INVESTING IN THE FUTURE

for students, to make the choices and placement of students across the system more effective. its primary aim for the university sector will be to offer advice and support to students applying to university, to allow them to pay a single application fee, and to facilitate their application to more than one institution if necessary. the cAs will not change the ability of institutions to make their own admission decisions. the cAs is designed to be student-centred and to provide an efficient interface for universities. By removing the need for students to make multiple applications and pay multiple application fees, the system will support greater efficiency in the university application process. After it is fully established, it will be extended to tVet colleges. it will promote greater equity of access for all students, but particularly the poor, for whom multiple application fees can be prohibitive. it will also offer a clearing-house service that will allow students not accepted into one university to be re-directed to other universities or post-school institutions. over time, the cAs will replace all other application systems, preventing student walk-ins and building a national culture of applying early for university study. private sector initiatives to inform, involve and inspire youth to believe in the power of education to change their world are also essential. An example is the sAstudy.co.za portal that has been established by Argo, which offers students a comprehensive search function to identify different study options, and also provides valuable information on applying for bursaries, and other relevant advice to get ahead in further studies. sAstudy.co.za also hosts the future stars Awards, which encourages youth to think about how education can support future plans.

EDUCATION HANDBOOK 2014

CHAPTER EIGHT

Performance of The sysTem south African universities are characterised by relatively low success rates – 74% in 2011, compared to a desired national norm of 80%. this results in a graduation rate of 15% – well below the international norm of 25% for students in three-year degree programmes in contact education. this not only raises serious concerns about the productivity of the system and the high costs to government and institutions, but also raises substantial equity issues. despite the overall demographic changes in the student bodies of universities, cohort studies have shown that black students, particularly those from poor backgrounds, are still most affected by poor graduation and throughput rates.

reAsons for under performAnce The reasons for poor performance are complex, but are relatively well-known: n

there continues to be significant ine q u a l i t y i n t h e s c h o o l i n g syste m , es pecially in terms of access to highquality schooling for the poor and for those living in townships and rural areas.

school leavers are generally not wellprepared for university study.

student-to-staff ratios are too high at under graduate level, particularly for first-year students.

e a r l y - wa r n i n g s ys t e m s a n d o t h e r methods of recognising students who need support are not adequate.

136

CHAPTER 8 | INVESTING IN THE FUTURE

INVESTING IN THE FUTURE - THE ROLE OF UNIVERSITIES AND INSTITUTIONS OF TECHNOLOGIES

factors that impact on student success are diverse and include inadequate funding, poor living conditions, and insufficient support for both academic and social adjustment to university life. support for professional development and recognition of academic staff in the area of undergraduate teaching is generally weak. the focus on these problems has been significant. funding has been targeted for several years now as a way to encourage and support academic development in institutions, including funding for foundation programmes. ensuring adequate financial support for students has also been a major priority for government. universities have many types of interventions in place to address the development of extended a n d f o u n d a t i o n p ro g ra m m e s – c h a n g e s t o undergraduate curricula, support for teaching staff in universities, the development and use of educational technologies to support teaching and learning, as well as other kinds of support programmes such as mentoring, counselling and career development, and improving the material conditions of student life. however, it is true that these programmes are not evenly distributed across the university system, and are often lacking in the poorer institutions where students need them most. if success and throughput of students is to improve, it is clear that large-scale targeted work must continue and be expanded in all institutions, with the support of the state and drawing on the experience of mentoring and support programmes run by non-governmental organisations (ngos) and professional associations. in order to improve success rates significantly, strengthening teaching and learning across the system needs to be a priority, ensuring that a high quality of undergraduate education is available. curriculum development initiatives that contribute to improved success and graduation rates must be explored and supported. this may include new programme structures, such as the possible introduction of a four-year undergraduate degree, something that the che is currently investigating. With almost two-fifths of south Africa’s university students studying through distance education, it is important that a great deal of attention is given to improving the quality of distance teaching.

EDUCATION HANDBOOK 2014

improvement of undergraduate throughput rates is a key strategy for increasing graduate outputs, for providing the skills needed by the economy, and for ensuring that larger numbers of students are available for postgraduate study. Although there has been some improvement over the last 15 years, postgraduate enrolments in both master’s and doctoral programmes remain low. there is an urgent need to increase the number and quality of both the masters and the phd degrees obtained. the staffing of universities is a concern. A policy will be developed, focusing on the need to recruit and retain academics, ensuring that academic careers are attractive, assisting academics to improve their qualifications, improving conditions of service, and attracting academics from other countries where necessary. A national institute for humanities and social sciences will be established to stimulate research and postgraduate studies in these vital disciplines. the dhet will also provide support for the study and development of the African languages in universities.

The imPacT of sTudenT living condiTions Success rates are negatively influenced by the poor living conditions of many students. there is a grave shortage of student accommodation in universities, as well as poor living conditions in many of the existing residences. Very low numbers of first-year contact students are accommodated in university residences, which could be a strong contributing factor to poor performance in the first year of study. the nutritional value of meals provided in residences is not always optimal. there seems little doubt that improvements in the living conditions and nutrition of undergraduate students can improve their academic performance, and both of these are current policy priorities. m i n i m u m s t a n d a r d s f o r t h e re f u r b i s h m e n t and maintenance of existing university student accommodation will be developed. the construction of new student housing for public and private providers is also being planned. student villages, accommodating students from more than one post-school institution, will also be pursued where appropriate and cost-effective.

The ART of growing leaders to achieve success and avoid dropping out of study. Attract the right students to the right courses by providing teachers and bright learners with the right support and advice when they need it most.

ACE MATRIC GUIDE

FUTURE STARS enter now!

HOW TO CHOOSE A CAMPUS

Proudly brought to you by

WWW.SASTUDY.CO.ZA

Ace Matric Guide and www.SAstudy.co.za to attract those aspirational learners who want to get ahead and search for information and embrace technology.

10 TIPS

Be nICe AnD SHAre! PLeASe LeAVe tHIS CoPY In YoUr CLASSrooM

VISIT .co.za

Get up close and personal – help them make the right career and lifestyle choices and promote effective time management.

RETAIN CAMPUS STYLE NOTEBOOK: COVER

South Africa’s most comprehensive online student guide to Universities, South Africa’s most comprehensive courses, careers and bursaries. online student guide to Universities, courses, careers and bursaries.

WWW.SASTUDY.CO.ZA

6 009806 000041 6 009806 000041

201 4

Q-ONE STUDENT DIARY | CAMPUS ACHIEVER NOTEBOOK

EDIT ION

Q-ONE student diary and Campus Achiever Notebook to help students organise their time and guide them on campus, where new social challenges await. For courses, careers & bursaries visit .co.za

CAMPUS STYLE 2013

TRANSFORM

Develop their leadership on campus by helping them manage their time effectively.

ACHIEVER PROGRAMME

The digital leadership development programme – Achiever Programme, will inspire students to get the basics right before they start work.

BUSINESS

EDUCATION HANDBOOK

one simplified solution to banking

CONNECT WITH THE LEADERS WHO INFLUENCE OUR #1 SOCIAL PRIORITY: EDUCATION

W W W. E D. O R G . Z A The leading education por tal profiling achievements in education – the leading projects, the latest collaborations, to build energy and inspire others to take the lead in achieving quality education.

ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

Showcase your support of our future leaders in the Education Handbook, designed to connect and support education leaders across the entire education system. You get

A transaction account

Earning from 4.25% interest per year

THE THIRD ANNUAL

EDUCATION • HANDBOOK

4 savings plans • •

Credit • •

Up to R230 000 over 84 months Free retrenchment and death cover

T H E E D U C AT I ON H A N D B O O K

Mobile and Internet Banking

The leading annual publication profiling development in education and the

No monthly Earning from 4.25 – 8.5% reference • guide for 5 000 subscription leaders acrossfees Government and private sectors. interest per year You choose: flexible or fixed

ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

You pay • • •

Switch banks today

One monthly admin fee of R4.50 • We’ll help you switch for free • Visit any branch with your identification for all accounts Low, fixed transaction fees document, original proof of residential One initiation fee, a monthly address and your latest bank statement or ROUNDTABLE EVENTS service fee and interest onTHE credit EDUCATION visit us for more info Where the thought leaders we work together as one.

in education engage to build momentum as

2013 EDITION 2012 EDITION

One solution to money management

We believe in connecting the leaders to achieve quality education. Take the lead 24hr Care Centre on 0860 10 20 43 or visit capitecbank.co.za and call usClient now to invest in the future.

Fees include VAT. All information correct at time of going to print, 31/05/2013, and subject to change. Reg. No.: 1980/003695/06

A registered credit provider. NCR Reg. No.: NCRCP13 Capitec Bank Limited 021 865 2813 | info@argo.org.za | www.argo.org.za

Global One Ad BP.indd 1

ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

For more than 16 years, Argo has published multimedia solutions to build lasting relationships, improve achievement and support achievers to reach their full potential. Our services offer leading institutions the opportunity to attract and retain the right students, and also transform their behaviour to perform at their best.

2013

MATRIC GUIDE

Q-ONE Q-ONE STUDENT STUDENTDIARY DIARY2013 2014

ACHIE VERS

ATTRACT

2013/05/31 10:54 AM

ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

THE FOURTH ANNUAL

EDUCATION HANDBOOK

INVESTING IN THE FUTURE - THE ROLE OF UNIVERSITIES AND INSTITUTIONS OF TECHNOLOGIES

Working TogeTher To develoP criTical skills in general, the university sector has embraced the concept of an integrated post-school system. some universities have already begun to build strong partnerships with other post-school institutions, particularly tVet colleges. the expansion of such collaboration will be encouraged to achieve a range of objectives that are essential to building a vibrant post-school system. universities are expected to also build strong partnerships with employers in order to promote the expansion of workplace training opportunities, especially in those areas where qualifications or professional registration depends on practical workplace experience. these partnerships can also benefit from including the relevant setAs to facilitate collaboration.

140

CHAPTER 8 | INVESTING IN THE FUTURE

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARS OF DEmOCRACy

BursAry cAse study the Wits equality scholarships have been developed to enable talented learners from disadvantaged communities to access quality higher education. the equality scholarships are awarded to the top ten performing students from Quintile 1 and 2 schools as identified by the dBe and Wits university. these full scholarships are worth r100, 000 each per annum, and support the students for the duration of their undergraduate study at Wits, provided that they continue to excel. these scholarships aim to create hope in society, and in so doing to create meaningful transformation and change in south Africa. this is one example of how government is partnering with higher education and other stakeholders to improve the lives of future generations, who in turn will help us to tackle the challenges of the 21st century.

141

CHAPTER EIGHT

INVESTING IN THE FUTURE - THE ROLE OF UNIVERSITIES AND INSTITUTIONS OF TECHNOLOGIES

lisT Of univERsiTiEs And COnTACT dETAils

the nAtionAl student finAnciAl Aid scheme (nsfAs) By Victoria John

since its birth in 1999, the national student financial Aid scheme (nsfAs) has given f i n a n c i a l a i d to ove r 1 . 4 m i l l i o n s o u t h African students. undoubtedly a significant achievement, it has been described by higher education minister, dr Blade nzimande, as “constituting one of the Anc government’s major success stories”. this year he announced that nsfAs’s budget, which comprises of funds received from the national treasury through the higher education department, and donors, had almost tripled in order to keep pace with the increasing number of students who need loans. it went from r3.1-billion in 2009 to over r9-billion in 2014. Just this year the scheme has given loans to more than 430 000 students at south Africa’s 25 universities and 50 public further education and training colleges. But with ever increasing enrolments - 495 356 in 1994 to 938 201 in 2011 - and a relentless struggle to collect outstanding student debt – the scheme has not been able to keep up. As a result, the demand last year for loans by eligible students accounted for a shortfall of r2.6-billion. consequently, not all eligible students were allocated loans and student protests erupted across the country in January this year. the protests were not new to the higher education sector. they occur annually at various universities and are usually prompted by calls from the south African students congress to take action. What differentiated this year’s protests from previous years was their scale: they occurred at 11 universities, tainted by violence by students, arrests and suspensions. desperate universities said their allocations of the funds by government were too little to provide for all the students that needed them

142

CHAPTER 8 | INVESTING IN THE FUTURE

so government stepped in with a swift and welcome rescue plan. it injected r1-billion, sourced from the national skills fund, into the fund to cover the shortfall, which allowed for universities to allocate loans to many of the students who needed them. But as the sector swells each year with increasing student numbers, and university fees rise, an annual, temporary rescue plan as a response to damaging student upheaval is unsustainable. long-term solutions are needed. As part of a turnaround strategy, nsfAs has implemented a transformation programme aimed at providing financial aid to students more equitably, efficiently and effectively. its pilot phase began at 12 institutions in october last year. the programme’s key principles include a central application process for loans and bursaries, a new administration process, and new governance and internal controls. other solutions include searching for even more funding for loans and bursaries from the medium term expenditure framework. it was also continually engaging with sector education and training Authorities (setAs) on what they can do to support students. the setAs responded positively and last year committed r439 million to provide student bursaries. nsfAs has been helping universities and fet colleges to identify students who are pursuing qualifications that address scarce and critical skills in the sectors from which the setA funds were provided therefore making them eligible for bursaries. nsfAs has also strongly encouraged students to s e e k h e l p f ro m t h e i r co l l e g e s ’ a n d universities’ financial aid offices as these have information about bursaries from the private sector.

EDUCATION HANDBOOK 2014

university

telephone number

Website Address

cape peninsula university of technology

(021) 959 6230

www.cput.ac.za

central university of technology

(051) 507 3911

www.cut.ac.za

durban university of technology

(031) 373 2000

www.dut.ac.za

mangosuthu university of technology

(031) 907 7111

www.mut.ac.za

nelson mandela metropolitan university

(041) 504 1111

www.nmmu.ac.za

north-West university

(018) 299 4897

www.nwu.ac.za

rhodes university

(046) 603 8111

www.ru.ac.za

sol plaatje university

(053) 807 5300

www.spu.ac.za

tshwane university of technology

(012) 382 5911

www.tut.ac.za

universiteit stellenbosch

(021) 808 9111

www.sun.ac.za

universiteit van die Vrystaat

(051) 401 9111

www.ufs.ac.za

university of cape town

(021) 650 9111

www.uct.ac.za

university of fort hare

(040) 602 2181

www.ufh.ac.za

university of Johannesburg

(011) 559 2911

www.uj.ac.za

university of kwaZulu-natal

(031) 260 1111

www.ukzn.ac.za

university of mpumalanga

(013) 753 3065

www.ump.ac.za

university of limpopo

(015) 268 9111

www.ul.ac.za

university of pretoria

(012) 420 4111

www.up.ac.za

university of south Africa

(011) 670 9000

www.unisa.ac.za

university of the Western cape

(021) 959 2911

www.uwc.ac.za

university of the Witwatersrand

(011) 717 1000

www.wits.ac.za

university of Venda

(015) 962 8000

www.univen.ac.za

university of Zululand

(035) 902 6030

www.unizulu.ac.za

Vaal university of technology

(016) 950 9000

www.vut.ac.za

Walter sisulu university

(047) 502 2111

www.wsu.ac.za

for more information on courses available at these universities, visit www.SAstudy.co.za

CHAPTER NINE

09 connectIng to make a dIfference

IncredIble work Is beIng done by many to make a dIfference In achIevIng qualIty educatIon In south afrIca. the government has recognIsed that collaboratIon Is needed and has establIshed the natIonal educatIon collaboratIon trust (nect), whIch develops the natIonal development plan’s vIsIon for greater socIal collaboratIon.

Connect with the education leaders onwww.ed.org.za or contact Argo on +27 (0)21 865 2813 or info@argo.org.za to bepart of the ONE Campaign – inspiring belief in achieving quality education. www.argo.org.za | Facebook: argo Marketing | twitter: @argo_Marketing

CHAPTER NINE

The challenges are daunting and require us to work together, to share research, best practice and useful resources, particularly on social media. This chapter provides an overview of relevant NGOs that are working on the ground, websites that support education transformation and some twitter contacts, to encourage collaboration. Please connect with us on www.ed.org.za to share insights, contacts and research so that we can continue to support leaders in achieving quality education together.

Supporting

arts the

feeding

soul the

www.distell.co.za / www.oudelibertas.co.za 146

CHAPTER 9 | CONNECTING TO MAKE A DIFFERENCE

EDUCATION HANDBOOK 2014

nation

of a

CHAPTER NINE

CONNECTING TO MAKE A DIFFERENCE

This mapping allowed the group to identify all the parts of the tertiary access chain, which like any other chain is only as strong as its weakest link. So, the next part of the mapping involved identifying where the chain breaks:

case study of collaboratIon

WhERE DOES ThE ChAIN BREAk?

MAppING ThE SySTEM Of TERTIARy ACCESS

*Institution could be university, UoT or fET college

e.g. not selected

Awareness/Attraction

by Barbara Dale-Jones, CEO, BRIDGE

There is an enormous amount of innovation in education in South Africa, but a key challenge in the system is the ongoing duplication of effort. In order to ensure that what is working is shared and that duplication is avoided, successful practice needs to be spread. A community of practice, where multiple stakeholders are brought together to work collaboratively, is a vehicle that supports the sharing of working practice.

BRIDGE runs a national maths and science learner support community of practice. This community has a tertiary access focus group made up of people who are working together to increase learner access and throughput from school to tertiary studies. In order to understand why many school learners pass matric but are not successful in tertiary studies, the group mapped the sequence from Grade 9, when a learner chooses his or her subjects, through to the world of work:

general learner

chooses career path and het institution

selects subject choices suitable for admission

Formal access

results meet admission criteria

apply for admission

Readiness

admitted to institution

institutional processes, eg registration orientation etc

e.g. further qualifications

“Access for success” Success

SUppORTING TERTIARy ACCESS *Institution could be university, UoT or fET college Support to apply and register

Physical requirements: • Funding • Accommodation • Vision

“transition” • Knowledge • Skills • Attitude

engaged student making progress

completed qualification

qualified entrant into economic activiy

Throughput e.g. not selected

Awareness/Attraction

general learner

chooses career path and het institution

selects subject choices suitable for admission

Formal access

results meet admission criteria

Career development, exposure Learner support Readiness Teacher development

apply for admission

admitted to institution

institutional processes, eg registration orientation etc

Bridging

Student support: •Psychosocial • Peer mentors • Academic

e.g. further qualifications

“Access for success” Success Physical requirements: • Funding • Accommodation • Vision

“transition” • Knowledge • Skills • Attitude

engaged student making progress

qualified job seeker

completed qualification

Donors as well as practioners from tertiary institutions, government institutions that provide learnership programmes and NGOs are working as part of this community of practice to explore avenues for partnerships with the aim of increasing learner tertiary access and throughput. They u n d e r st a n d t h at st a ke h o l d e r s n e e d to wo r k collaboratively to address challenges including the duplication and fragmentation amongst their areas of work, the dearth of support for learners outside the STEM (Science, Technology, Engineering and Mathematics) area of specialisation, the lack of support for the acquisition of artisanal skills and continuing education in further Education and Training Colleges, poor linkages between funders at school level and funders at tertiary level, competition among bursars for top students

and the lack of funding for students who achieve between 60 and 70%. The members of the community agree on the necessity for data about stakeholders in the education development space, the sharing of their learnings, and for greater coordination and collaboration amongst funders, relevant government institutions, institutions of higher learning and NGOs in order that they can identify and harness key areas to optimise success in tertiary access. Consequently, the group is now doing data mapping of the tertiary access chain, as well as making sense of that data, thus in populating the chain not only with raw data which can show where there are gaps, overlaps and duplications, but also with learnings, models and exemplars of working practice.

Throughput Bursaries, NSFAS, support

148

CHAPTER 9 | CONNECTING TO MAKE A DIFFERENCE

Workplace experience

EDUCATION HANDBOOK 2014

For more information on this community and its work, contact info@bridge.org.za

CELEBRATING 20 yEARs OF DEMOCRACy

149

CHAPTER NINE

CONNECTING TO MAKE A DIFFERENCE

WORkING TOGEThER TO AChIEvE qUAlITy EDUCATION: ChANGING BEhAvIOUR AND ATTITUDES IN ThE ClASSROOM

teaching and learning environment, with higher attainment for both stronger and weaker pupils.

Liz Swersky – Project Director (Edu-Peg)

“Dismal education standards result in many of our young people being stranded in despair”.1

to change our educational outcomes, we need to change some of what takes place in many of the less advantaged classrooms in our country. we need more effective learning, through more thoughtful and constructive teaching. our experience shows that patience and persistence, coupled with skills and empathy, have enabled the development of respectful and trusting relationships with the principals and teachers. this is crucial for progress to occur. promoting the sharing of ideas, teaching methods and techniques, creates a positive and supportive teaching and learning environment that enhances the confidence and self-esteem of teachers. teamwork and cohesion, along with co-operation, benefit the less experienced and less capable teachers. with a professional, motivated team, the principal is better able to lead the delivery of the curriculum, assisted by senior teachers, where there is a fair distribution of tasks and responsibilities.

with encouragement, teachers respond and take responsibility for structuring learning opportunities that involve the use of appropriate educational resources. the pace and content of lessons need to remain a constant focus. pupils need to be supported to complete more comprehensive written assignments, in class, that allow for the consolidation and internalisation of knowledge. more and more frequent written tasks promote accuracy, attention to detail, spelling, neatness and the development of spatial concepts. The use of open, rather than closed questioning techniques encourage problem solving, critical thinking, logic and reasoning as well as creative and imaginative thought. where verbal communication is promoted, and small, less threatening/judgemental groups are engineered, due to thoughtful and insightful clustering, social skills and acceptable behaviour can be modelled and encouraged, along with verbal proficiency. listening skills are obviously also developed.

the often entrenched “talk & chalk” and “question & answer” teaching methodologies have a stultifying effect on children and their participation. With more appropriate tasks that are commensurate with the ability of the pupils, and less reliance on the teacher, there is greater e mer ge nc e o f cr ea ti ve a n d i m a gi n a t i v e thoughts, as well as independence. levels of concentration also show development. assessment and how this should inform our teaching needs to be a focus of all planning. through demystification, this can become less confusing and intimidating for principals and teachers. Joy, pleasure, fun, laughter, enjoyment, enthusiasm and exploration need to be vital elements in all of our classrooms. together we need to expand the horizons of all children, stimulate and stretch their imaginations, vocabulary and grammatical repertoires and improve their confidence, competence, concentration and self-esteem and promote opportunities for life-long learning.

through demystifying the curriculum and actively supporting teachers with lesson planning and preparation, there are opportunities for pupil participation in more interesting and meaningful educational encounters, where pupils are actively engaged in their own learning. where pupils are interested, they engage with greater enthusiasm and more readily interact with the more appropriately planned activities. this results in more effective learning taking place in a more positive, less punitive 1

150

Craig Dodds – Weekend Argus, 15.02.2014

CHAPTER 9 | CONNECTING TO MAKE A DIFFERENCE

EDUCATION HANDBOOK 2014

CELEBRATING 20 yEARs OF DEMOCRACy

151

CONNECTING TO MAKE A DIFFERENCE

contact detaIls for statIstIcs on hIgher eductIon 11. CONTACT DETAILS

Contact Details

Requests forfOR further information can be communicated to the following persons: REqUESTS fORThER INfOMATION CAN BE COMMUNICATED TO ThE fOllOWING pERSONS:

Director: Higher Education Management Information System Ms Jean Skene

Deputy Director: Higher Education Management Information System

123 Francis Baard Street, Pretoria

Tel.: 012 312 5099 Fax: 012 321 1788 Email: skene.j@dhet.gov.za

Tel.: 012 312 5480 Fax: 086 298 9673 Email: appelgryn.j@dhet.gov.za

Director: Public Further Education and Training Colleges Mr Steve Mommen

Ms Hilda Herbst

123 Francis Baard Street, Pretoria

Fax: 012 323 3788 Email: mommen.s@dhet.gov.za

Tel.: 012 312 5414 Fax: 086 298 9738 Email: herbst.h@dhet.gov.za

Director: Private Further Education and Training Colleges Dr Mandla Buthelezi

Director: Adult Education and Training Centres Mr D Diale

123 Francis Baard Street, Pretoria

Tel.: 012 312 5672 Fax: 012 323 9838 Email: buthelezi.m@dhet.gov.za

Tel.: 012 312 5515 Fax: 086 714 0276 Email: diale.d@dhet.gov.za

Director: Sector Education and Training Authorities Ms Melissa Erra

Ms Lulu Madhlophe

123 Francis Baard Street, Pretoria

Tel.: 012 312 5430 Fax: 086 698 9734 Email: erra.m@dhet.gov.za

Tel.: 012 312 5354 Fax: 086 298 9796 Email: madhlophe.l@dhet.gov.za

CELEBRATING 20 yEARs OF DEMOCRACy Source: TSiBA

153

pir B

TRACKING EDUCATION

contact detaIls for statIstIcs on hIgher eductIon

CHAPTER NINE

f i n

Achieving Q

l ua

IT’S TIME FOR ACTION...

Contact Details

DEVELOPMENT IN SA

REqUESTS fOR fORThER INfOMATION CAN BE COMMUNICATED TO ThE fOllOWING pERSONS:

L • TOG A ET O G

INDLELA, Olifanstsfontein

SS MI

222 Struben Street, Pretoria

Tel.: 012 357 3893/5

Tel.: 012 357 3966 Fax: 086 714 0182

222 Struben Street, Pretoria

•

• ONE

Ms Nadine Pote

Email: zama.v@dhet.gov.za

•

Director: Examinations and Assessment

Email: prinsloo.f@dhet.gov.za

O TI

123 Francis Baard Street, Pretoria

Data Manager: Artisan OR ED FDevelopment

ION • ON E

Director: Artisan Development Dr Florus Prinsloo

Ins

CA M

NE GOA L • O •

Email: pote.n@dhet.gov.za

Mr Pierre de Villiers

ion

Data Manager: Examinations

f i ua n A chieving Q

lit

Mr Eubert Mashabane 123 Francis Baard Street, Pretoria Tel.: 012 312 6223 Email: mashabane.e@dhet.gov.za

General Enquiries

Connect with action leaders in education and

ONE GOAL: INSPIRING BELIEF IN ACHIEVING QUALITY EDUCATION.

Tel.: 012 312 5297 Fax: 012 326 2069 Email: chiloane.ts@dhet.gov.za

be part of our future.

Track the top 100 educational projects on www.ed.org.za to inspire belief in the power of education.

154

CHAPTER 9 | CONNECTING TO MAKE A DIFFERENCE

Proudly brought to you by Argo

Join the action leaders in education, and let’s focus on action, by tracking the top 100 projects on www.ed.org.za to inspire belief in the power of education.

EDUCATION HANDBOOK 2014

Proudly brought to you by Argo

CONNECT WITH THE LEADERS WHO INFLUENCE OUR #1 SOCIAL PRIORITY: EDUCATION

WWW.ED.ORG .ZA The leading education por tal profiling achievements in education – the leading projects, the latest collaborations, to build energy and inspire others to take the lead in achieving quality education.

EDUCATION HANDBOOK

one simplified solution to banking

ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

You get A transaction account •

Earning from 4.25% interest per year

4 savings plans • •

Earning from 4.25 – 8.5% interest per year You choose: flexible or fixed

You pay • • •

One monthly admin fee of R4.50 for all accounts Low, fixed transaction fees One initiation fee, a monthly service fee and interest on credit

Credit • •

Up to R230 000 over 84 months Free retrenchment and death cover

Mobile and Internet Banking •

No monthly subscription fees

Switch banks today • •

We’ll help you switch for free Visit any branch with your identification document, original proof of residential address and your latest bank statement or visit us for more info

2013 EDITION

One solution to money management

THE E D UCATION HA ND BOOK ONE GOAL: WORKING TOGETHER TO ACHIEVE QUALITY EDUCATION

The leading annual publication profiling development in education and the reference guide for 5 000 leaders across Government and private sectors.

THE FOURTH ANNUAL

EDUCATION HANDBOOK

24hr Client Care Centre on 0860 10 20 43 or visit capitecbank.co.za Fees include VAT. All information correct at time of going to print, 31/05/2013, and subject to change. A registered credit provider. NCR Reg. No.: NCRCP13 Capitec Bank Limited Reg. No.: 1980/003695/06

e Ad BP.indd 1

2013/05/31 10:54 AM

THE EDUCATION ROUNDTABLE EVENTS Where the thought leaders in education engage to build momentum as we work together as one.

We believe in connecting the leaders to achieve quality education. Take the lead and call us now to invest in the future. 021 865 2813 | info@argo.org.za | www.argo.org.za