Z Score,T Score, Percential Rank and Box Plot Graph
Sasol CSI 2012
1. Sasol!
The state of education in South
Africa and the challenges
facing our country.
Presenter:
Dr Muavia Gallie (PhD)
24 April 2012
muavia@mweb.co.za 1
Content
1. Awareness: We don’t know what we don’t know – State of
Education in SA (4-17);
2. Proposition 1 – Human capital at layers beyond the
schools;
3. Proposition 2 – Education is a ‘people’ intensive activity;
4. Proposition 3 – The biggest Untruth about Education in SA;
5. Proposition 4 – Compliance is a 25% level of Performance;
6. Proposition 5 – Difference between Institutional
Management and Governance
7. 6 Systems Comments
8. Final Comments
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1
2. Awareness Test
Do we Know
what we Don’t
Know 3
TIMSS Participation Countries
2007
4
2
5. 9
Average % scores after re-marking
45
Eastern Cape
40 Free State
Gauteng
35
KwaZulu Natal
Average Percentage
Limpopo
30
Mpumalanga
25 Norther Cape
North West
20
Western Cape
South Africa
15 10
Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics
5
9. Success rate = 8,1%
• Success-rate of the system = 8,1%
• Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
17
Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
18
9
10. % Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20% 10%
Anti- Dysfunctional Under- High-
19
Functional Performing Performing
2011 Matric Results
10
11. Japp
21
So, if we spend all this
money (2011/12 = R178b;
2012/13 = R190b; 2013/14
= R218b; R236b 2014/15)
on education, why are the
children not benefiting?
11
12. Five Propositions
1. Human Capacity at layers beyond the
schools;
2. Education is a ‘People’ intensive activity;
3. The biggest Untruth about Education in
South Africa;
4. Compliance is 25% level of Performance;
5. Difference between Institutional
Management and Governance.
Proposition 1
Human Capacity
at layers beyond
the schools
12
13. Teachers Facilitating
Learning
Teacher Conditions of
Unions Service
School Managing
Leaders Teaching and
Learning
Circuit and Support and
District Development
Four Layers of Expertise
CDE – 7 September 2011
Provincial, Systems
National, Thinking
Ministerial
13
14. Proposition 2
Education is a
‘People’ intensive
activity
Thomas Jefferson
There is nothing more
unequal, than the
equal treatment of
unequal people.
14
15. 80/20 Principle
20%
80%
80%
20%
INPUT OUTPUT
Proposition 3
The biggest
Untruth about
Education in
South Africa!
15
16. We have started to
believe that the
Creator will
apportion IQ based
on your Economic/
Social Status!
GE UPS 14 Matric Results
100
94.3
90 88.2 88.2
86.2
82.8 82.9
80 80 80.4 81
77.7
74.4 74.5
70
67.7 67.9 67.58 67.5
65.99 65.7 65.99 66.08 66.3
64.75 63.7 64.7
60 60.5
60.23
57.4 56.67 57.86
56.25
54.5 54.07
52.48 52.5 52.94 52.9 52.48 52.6 52.8
50 49.6 49.11 48.57 49.55 49.53 49.54 49.3
47.62
46.27
45.61 45.4
43.42 44.2
40 39.6 39.8
37.5 36.82 35.51 34.18
30 28.51
20
10
0
2008 2009
2010 2011
16
19. Proposition 4
Compliance is
25% level of
Performance!
ACCOUNTABILITY SCALE
25%: 50%: 25%
Compliance
towards
Seniors
50%
Job
25% Description -
Salary
25%
Support and
50% Development
- Juniors
19
20. Example:
Employment of Teachers
• Qualification as a Teacher in subject
(whether he/she has the subject expertise);
• Registered with SACE (professionally and
ethically accountable);
------------------------------------
• Whether he/she can teach the subject
(pedagogical skills);
• History of success in teaching the subject
and particular grades, etc.
Proposition 5
Difference between
Institutional
Management and
Governance
20
21. Curriculum Management Framework
Education Philosophy
Curriculum Implementation
Bureaucratics & Policy Maker
Or gan Instructional
TT T-Att T-Info APlan
Teaching and Learning
TLSM L-Info T-Info
Principal & SMT
Learning and Assessment
TL Sch L-Info
IMD & CMD
Teachers
Learners
Expectation and
HoDs
T-Info
L-Info
Achievement
Learning Space
Classroom
Faculty
School
District and Circuit
National and Provincial
Curriculum Development Cycle
Education Curriculum Instructional Teaching Learning Assessment Expectation Achievement
Plan Plan Plan Plan Plan Plan Plan Plan
Do District School Teacher
M&E Provincial District HoD
42
21
22. Instructional Leadership
• The administrative, management and
leadership guidance by principal in the
process or act of teaching, in order to
ensure education delivery;
• Legislative imperative = 27,5 hours of
teaching and learning;
• Current research is indicating on 41% of
focus;
• No advert is including ‘having been a
good teacher’ as a criteria/requirement.
History of Parental Involvement
• Parent-Teacher (Student) Associations -
PTSAs and PTAs;
• Management Committees;
• School Boards;
• School Governing Councils
• School Governing Bodies.
22
24. Three Steps to Quality Education
Dys- Step Under- Step High Step Excellent
1 2 3
functional performing Functioning Schools
Schools Schools Schools
Basic Right To Basic Education Quality Education
Education
Legal and Human Rights Professional, Social, and
Obligations Ethical Obligations 47
Demographic Character of Workforce
PERSAL 1997/8 2003/4
Number % Number %
Total 386,735 268,548
Male 136,260 35 127,956 35
Female 250,476 65 240,592 65
Under 25 years 7 0.002 752 0.2
25 to 29 years 3,575 1 15,044 4
30 to 34 years 52,235 14 62,356 17
35 to 39 years 94,168 24 91,766 25
40 to 44 years 83,834 22 77,747 21
45 to 49 years 68,060 18 61,158 17
50 to 54 years 43,053 11 37,188 10
55 to 59 years 22,452 6 16,513 4
48
60 yeas and above 19,352 5 6,025 2
24
25. Confusing Teaching for Learning
Teaching Facilitation of Learning Learning
(the Teacher) (teacher and learner) (the learner)
Facts and Know-how building Comprehension and
Information Wisdom
sharing development
Audifying of Engaging in the process What do you know
Textbook of learning in order to and understand,
ensure ownership of the and not just what do
knowledge you remember
Characteristics Investigate the opinions of Discuss the
of a good citizen others (including yourself) characteristics of a
on the topic good citizen, with
justification
Assessment of Assessment for Learning Assessment of
Teaching Learning 49
Connected vs Disconnectedness
from Learners I see, know,
understand
and care
about them!
I see, know
and
understand
them!
I see and
know them!
I see them!
50
25
26. School Calendar 2012
51
Know your Numbers
• 200 School days;
• 170 Teaching and Learning days;
• 34 Weeks of Teaching and
Learning;
• 935 Hours of Teaching and
Learning;
• 20 – 24 Hours of Examination time.
52
26
27. Labour vs Professional
53
Professionalism
• Specialised Knowledge (a strong body of specialised
knowledge);
• Continued Research (propensity to evaluate current
practice and identify and substitute redundant practice);
• Professional Authority of the Practitioner (trust placed by
society as result of high quality of service rendered);
• Acknowledgement of Authority by Society (respect and
esteem from the society);
• Developing and Maintaining a Professional Ethical Code
(disciplined use of oneself in valid knowledge and insight into
self-control pertaining to use of one’s emotions);
• Service Orientation (render a service where the interest of
the client came first).
54
27
28. Current Conversations …
• We are making progress …; We are getting
better …; We are getting things under
control …; It is the union! (Education
Officials);
• My principal is on his way from a meeting
… (always between district and school)
(Principals of Schools);
• Always blaming the department, the
principal, parents, children, resources, etc.
(Teachers); 55
Final Points:
• Appoint people who can do the job, not people who
belong to a group; because they are connected; etc.;
• As a principal – if you don’t care about every learner in
your school as much as you care about your own child,
then you are in the wrong job …;
• As an official, if you don’t know, can’t do (display), or is
not better than those whom you need to manage, guide,
etc., they will never TRUST what you say;
• In a functional system, you can get away with people
managing “generally”, but in a dysfunctional system,
you have to have the specific (technical) capacity and
skills to manage and lead – ability to show them how to
do things – WALK THE TALK!
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