1. NAPTOSA Conference
Quality Education
Quo Vadis
Presenter: Dr Muavia Gallie (PhD)
University of Pretoria - Faculty of Education
24 July 2009
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2. Content
1. Introduction;
2. Quality Education;
- How relevant is the QE debate?
- Three Steps approach to QE
- Quality and Equality
- Creating a bridge between Quality and
Equality
3. Thinking beyond the Obvious
- Quality teacher to Equity schools
- 10 Untruths in dysfunctional schools
4. Conclusion
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3. Introduction
• Classroom teacher, HoD, Principal of a secondary
school - going on in schools;
• Taught in ‘township’ - 15 years;
• Schooled in Worcester - rural life;
• Prov. & Nat. professional development officer -
professional needs of teachers;
• Senior member of SADTU for 10 years - unionism;
• Director of SACE for 7 years - ethics and
professional development of the profession;
• Part- and full-time lecturer at UWC, Wits & UP -
theoretical and practical debate;
• Policy making process for 15 years - policy terrain.
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4. Focus of the Conversation
Teachers
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5. 2. Quality Education
• Google
- National and provincial
parliament,
- Ministers to MECs of Education,
- Presidents of unions,
- Deans of Education Faculties;
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6. 2.1 How relevant is the QE
debate?
• 1,2 Mill learners in Gr1 - 0,55 mill
in Matric (only 45%);
• 66% of Matrics pass
examination;
• 1/3 leave with certificate worthy
of presentation;
• Only 10% success-rate.
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7. 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!
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8. Different Perspectives
Understanding the situation well
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9. Where are we now?
20% (5%)
50%
30%
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10. Logistics of Teaching and Learning
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness
HFS
Assess-
Components
30%
Teaching
40% 90% Learning
50%
ment
10%
School Readiness Disrup-
LFS
Teaching Learning
50%
Assessment
Components tions
30% 20% 20%
30% 10%
School Readiness Learn- Disruptions
DFS
Learning for
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
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Time-on-Task

11. QE Conference - 2002
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12. Striving towards QE
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13. 2.2 Three Steps approach to QE
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14. 2.3 Quality and Equality
• Quality for Whom?
- Raise standards of High Achievers -
Economic Imperatives;
- Raise standards of Low Achievers -
Economic league table;
- Raise standards and opportunities for
particular groups - girls, rural, etc.;
- Raise standards - Transformation
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15. 2.4 Creating a bridge between
Quality and Equality
3 Essential elements for framework
• Core service must fit the purpose;
• Physical surroundings (context) in
which the service is delivered;
• Service relationship between those
who provide and those who receive
(shared plan)
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16. Inter-related network
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17. 3. Thinking beyond the Obvious
• We can do it!
• I know so, because I am a living example;
• And so are the majority of you in the
audience;
• We come from such challenging
circumstances;
• Trick - to multiply our success 10, 100, 1000,
10 000, 100 000, 1 000 000, …
• Two pronged approach!!
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18. 3.1 Quality teachers to Equity
schools
• Quality teachers - those looking at
challenging conditions as opportunity, not
deficit;
• Not easy, but need mental strength;
• About ‘saving’ one learner at a time;
• Learners to achieve at 3 levels;
- Socio-economic and Political achievement;
- Personal achievement;
- Academic achievement
Efforts need to be tripled, not equal!!
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19. 3.2 Ten Untruths in Education
1. Democratic decision making in schools
create a conducive school tone or culture;
2. Parent involvement is crucial;
3. OBE approach is resource intensive;
4. Resources (computers and libraries) will
make all the difference;
5. The Dept. is not supporting teachers and
therefore they are de-motivated;
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20. 3.2 Ten Untruths in Education
6. Lack of learning is caused by the ill-discipline of
learners;
7. Our classrooms are overcrowded - small
classes will make the difference;
8. It is difficult to achieve learner success in
poverty stricken communities;
9. Learners are not at the level they should be
when they get to our schools (no pre- or nursery
school; can’t read and write)
10. Teacher development will solve most of our
performance problems.
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21. 4. Conclusion
• Only teachers can turn around this
situation;
• It is about us saying and doing:
- I can make a difference;
- I will make a difference;
- I want to make a difference;
Starts with getting the 8 School
Readiness Components in place!!
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22. 1. Attendance (both teachers and learners);
2. Know and understand our teachers;
3. Know and understand our learners;
4. Do proper Annual Planning and implement;
5. Have workable Timetabling and use
teachers effectively (not favouritism);
6. Quarterly Teaching Schedules keeping us
accountable every day;
7. Supportive Organogram for accountability;
8. Teaching and Learning Support Material for
every learner and teacher on first day.
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23. You can’t do
things differently
until you see
things differently.
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24. Essence of being a Teacher
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25. Thank
You!!
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