NEWS
Three Western Cape students who excelled in the 'Battle of MCs', an inaugural music competition held during the Learning Cape Festival last year will be recording their music at the Red Bull South Africa studios this week as their winning prize, said Beverly Barry, chief executive officer of the Learning Cape.
The students, Rochell-Veronica Wildskut of Worcester Secondary, Tisetso Nokane of Vusisizwe High both from Worcester and Mpumelelo Ngondo of Mandlenkosi Secondary School from Beaufort West emerged as winners amongst the youth that competed in the mini-festivals' singing competitions that were held during August and September 2008.
"We wanted to give students an opportunity to know commitment to learning has its reward. The reward they are receiving is a memorable experience of working in a music studio where arts and science are merged as the music they create is engineered on a CD which they will use to promote themselves," says Barry, whose organization is passionate about promoting lifelong learning.
The Red Bull South Africa joined hands with Learning Cape offering the young learners a unique music experience to record their music over a period of three days from 14-17 January.
Tisetso Nokane of Vusisizwe High School in Worcester
"Learning Cape wishes to harness and inspire youth to learn about the importance of working towards their talents and that nothing comes over night, but that through the essence of learning one can find success and a higher quality of life," says Sindy Dondolo, project manager, Learning Cape.
As part of the learning experience each student might just walk away with a recorded a song, a joint song and a master copy if their performance is impressive.
"Red Bull believes that there are no winners or losers - simply a group of like-minded people who they think will interact well. The learners will make friends and learn the kind of knowledge money cannot buy. Creativity is the only currency here," said Ivan Turanjanin, manager, Red Bull South Africa.
Rochell-Veronica Wildskut of Worcester Secondary
MEC Cameron Dugmore for Cultural Affairs, Sport and Recreation will be attending the second day of the recording session on Thursday 15 January.
Dondolo says as part of the winning package, students from the rural Western Cape will have a chance to have lunch with Rashied Lombard the founder and director of Cape Town International Jazz Festival.
They will also have a chance to visit the Table Mountain and the District 6 Museum among as part of educational amusement packages.
The Deputy Director General of Education, Sindy Lingela will host the students on Wednesday 14 Jnuary. The MEC Cameron Dugmore for Cultural will also host them on 15 January evening as part of encouraging artistry and intellectually growth.
Mpumelelo Ngondo, Mandlenkosi Secondary School from Beaufort West
"By letting the children brush shoulders with most the important people in the education and music industry, we are trying to open up their world and let them see that anything is achievable in life if you work at it," says Dondolo.
The students aged between 16 and 17 are in grades 10 -12 are accompanied by an education psychologist, Melvin de Klerk, who is giving them moral support.
Artists who include, Chris Crosby a music producer, (Mike Z) P.H Fat--the MC, Theba Shumba an international musician and EJ von Lyrik from Godessa, the only recording and performing female hip hop crew in South Africa would be working with the students for the duration of the musical experience.
30 December 2008,
The country's 2008 matric class received a pass rate of 62,5 percent, the Education Minister Naledi Pandor said on Tuesday.
Of the 533 561 candidates with a full set of results, 333 681 candidates or 62,5 percent met the requirements for a National Senior Certificate, she told a press briefing in Pretoria.
She added that 589 912 candidates had written the 2008 examinations and that she was reporting on the results of only 533 561 candidates.
Pandor said that there were 56 810 candidates with incomplete results. This, she said, was due to "outstanding internal marks, oral or practical requirements or pending irregularity investigations.
"The failure to provide results for all candidates is extremely worrying," Pandor said. - Sapa
Regan Thaw | 12/31/2008
"In a supplementary examination, a candidate can write. If that candidate failed a single subject, they can write that subject."
Matrics who failed this year’s exams have a second chance to be successful.
Officials said they would have a chance to put pen to paper during next year’s supplementary examinations.
Learners who qualified to rewrite in February next year had to register by 21 January.
The education department’s Brian Shreuder said, “In a supplementary examination, a candidate can write. If that candidate failed a single subject, they can write that subject. They can also, if they failed more than one subject, they can write those subjects which they failed.”
Learners who had not failed but would like to improve their marks to gain access to tertiary institutions were also allowed to write supplementary papers.
Eye Witness News
Nomsa Maseko
Education Minister Naledi Pandor said an investigation by the department showed that over 33 000 matriculants did not write their exams and therefore would not be receiving results.
Pandor held a special meeting with provincial education MECs in Johannesburg on Monday after tens of thousands of grade 12’s were left waiting for their matric marks for several days.
She said students who did not receive their results should approach their schools as soon as possible.
Pandor said quality assurer, Umalusi, was currently investigating 700 irregularity cases, adding that the outcome of the probe would be announced at the end of the month.
The minister said tough action would be taken against those people who were found guilty.
Eye Witness News
Gabi Khumalo
8 October 2008
A report by the Organisation for Economic Cooperation and Development into education in South Africa has found that while the education system has achieved a number of positive results in the past 14 years, it is still in a process of transition, and is suffering from a lack of resources and infrastructure.
Released earlier this week, the report was a result of a request by Education Minister Naledi Pandor for the OECD to undertake a peer review of South Africa's education policies in 2006.
The OECD provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies.
"The post-apartheid government inherited an education system beset by a host of problems, a fundamental issue of which was the structured inequality that was embedded in the system," noted the report, entitled A Review of the South African Education System.
"Added to these weaknesses are major infrastructural deficits, inadequate financing, lack of democratic procedures, imbalanced curricular policy, poor teacher education and very unsatisfactory provision of teaching of teaching materials."
The review included an examination of key aspects of the education system, governance and financing of the education system, curriculum, learning materials and assessment, early childhood education and adult education, vocational education training and human resource development, inclusive education and equity in South African education, the teaching and teacher education as well as higher education.
Policy review 'crucial'
Commenting on the report, Pandor said policy review was a crucial element of the work of any government.
"We have to ask ourselves whether the policy interventions we have put in place since 1994 have been instrumental in ensuring that we reach our goals of access, equity, redress, quality, relevance and efficiency," Pandor told BuaNews this week.
She said she had anticipated a condemning review of the education system, however, the report had instead noted a number of achievements.
"The OECD review team registered surprise at what we had achieved in 14 years rather than surprise at what we still have to achieve", Pandor said. "Anywhere in the developing world, a minister of education would be overjoyed at receiving a positive if qualified audit from an international organisation like the OECD."
Stimulating vibrant debate
Center for Education and Policy Development analyst Mary Metcalf welcomed the report, telling BuaNews that the review would add value by stimulating vibrant debate where key stakeholders would find common ground for urgent action.
These debates would also surround the OECD's many useful recommendations following the report's findings in educating the nation's children.
The straightforward recommendations centre on several themes: the governance and financing of the education system; the curriculum and learning materials; early childhood education and adult education; vocational educational training and human resource development; equity in South African education and teacher training and higher education.
Building capacity
The OECD recommended that emphasis on curriculum policy should be placed on the implementation of the current curriculum emphasising the provision of learning materials, professional development of teachers, development of appropriate assessment tools and early diagnosis and remediation of learning problems.
"Before promulgating new policy measures for schools, feasibility studies at the level of average or below average schools should be conducted with more attention paid to effective communication of policy," the OECD recommended, saying that focused training programmes were needed for staff capacity building at provincial and district level.
'Invest in early childhood development'
Early childhood development and adult basic education and training have tended to be marginalised in South African education despite some admirable policy documents, said the OECD, adding that due to the racially discriminatory policy of the past, many adults lost out on educational opportunities.
The report therefore recommended that additional investment in early childhood development should focus on supporting parents as early educators through multimedia, multilingual programmes. It also noted that all Grade R teachers should have access to the same professional development and support resources.
Presenting a report on vocational educational training, European Training Foundation expert Milena Corradini, who was part of the review team, said better partnerships between the business community and the education sector should be established and links between schools and the world of work should be more systematic.
"Mechanisms should be established to make the demand in the labour market more dynamic and flexible and better linked to the vocational education training provision and real, on the job training should be provided by companies as part of the training curriculum," Corradini said.
Special needs and inclusivity
On the issue of equity in the education system, the review team was impressed with the emphasis given in South African policy to inclusivity. It also acknowledged that this had a broader implication than providing persons with disabilities access to schooling.
The department should develop a precise, reliable and consistent data gathering system on special educational needs students and on South African school's ability to meet the needs of these learners, the OECD recommended.
An emphasis should be placed on system deficiencies rather than learner's difficulties, the report said, adding that all schools should also be accountable through annual reports on their physical and accessibility strategies.
The report further found that there was a need for the department to produce a policy position paper setting out a comprehensive action plan and highlighting policy initiatives which were being introduced regarding the teaching career accompanied by a communication plan.
According to the report, pilot schemes should be introduced for the induction of new teachers.
Professional teacher development
The report team also noted that the teaching career did not enjoy a good public image, and therefore did not attract high quality candidates.
The team therefore suggested that more attention should be paid to the management of the change process in terms of detailed planning, budgeting and monitoring of change with change resistance and a formal training in the pedagogy of higher education, which should be made available to academic staff, particularly junior lecturers.
National Professional Teachers Organisation of South Africa President Dave Balt complimented Pandor and the department for taking the bold step to commission the report.
"We are happy with the recommendations," Balt told BuaNews. "We need professional development of teachers and qualified teachers on the early childhood development and we are very happy about the endorsement of quality learning and teaching campaign as a matter of urgency."
Financial and Fiscal Commission representative Nomonde Madubula told BuaNews that the report highlighted in detail all the facets of the education system in South Africa and how it had come so far despite historical legacy.
"Achievements are noted and now the real move in the ground is to address challenges made in the report and come with solutions, which is not going to happen overnight, it needs to be progressively realised through a phased approached," she said.
Source: BuaNews
Newsletter
Students in a music recording deal
Three Western Cape students who excelled in the 'Battle of MCs', an inaugural music competition held during the Learning Cape Festival last year will be recording their music at the Red Bull South Africa studios this week as their winning prize, said Beverly Barry, chief executive officer of the Learning Cape.
The students, Rochell-Veronica Wildskut of Worcester Secondary, Tisetso Nokane of Vusisizwe High both from Worcester and Mpumelelo Ngondo of Mandlenkosi Secondary School from Beaufort West emerged as winners amongst the youth that competed in the mini-festivals' singing competitions that were held during August and September 2008.
"We wanted to give students an opportunity to know commitment to learning has its reward. The reward they are receiving is a memorable experience of working in a music studio where arts and science are merged as the music they create is engineered on a CD which they will use to promote themselves," says Barry, whose organization is passionate about promoting lifelong learning.
The Red Bull South Africa joined hands with Learning Cape offering the young learners a unique music experience to record their music over a period of three days from 14-17 January.
Tisetso Nokane of Vusisizwe High School in Worcester
"Learning Cape wishes to harness and inspire youth to learn about the importance of working towards their talents and that nothing comes over night, but that through the essence of learning one can find success and a higher quality of life," says Sindy Dondolo, project manager, Learning Cape.
As part of the learning experience each student might just walk away with a recorded a song, a joint song and a master copy if their performance is impressive.
"Red Bull believes that there are no winners or losers - simply a group of like-minded people who they think will interact well. The learners will make friends and learn the kind of knowledge money cannot buy. Creativity is the only currency here," said Ivan Turanjanin, manager, Red Bull South Africa.
Rochell-Veronica Wildskut of Worcester Secondary
MEC Cameron Dugmore for Cultural Affairs, Sport and Recreation will be attending the second day of the recording session on Thursday 15 January.
Dondolo says as part of the winning package, students from the rural Western Cape will have a chance to have lunch with Rashied Lombard the founder and director of Cape Town International Jazz Festival.
They will also have a chance to visit the Table Mountain and the District 6 Museum among as part of educational amusement packages.
The Deputy Director General of Education, Sindy Lingela will host the students on Wednesday 14 Jnuary. The MEC Cameron Dugmore for Cultural will also host them on 15 January evening as part of encouraging artistry and intellectually growth.
Mpumelelo Ngondo, Mandlenkosi Secondary School from Beaufort West
"By letting the children brush shoulders with most the important people in the education and music industry, we are trying to open up their world and let them see that anything is achievable in life if you work at it," says Dondolo.
The students aged between 16 and 17 are in grades 10 -12 are accompanied by an education psychologist, Melvin de Klerk, who is giving them moral support.
Artists who include, Chris Crosby a music producer, (Mike Z) P.H Fat--the MC, Theba Shumba an international musician and EJ von Lyrik from Godessa, the only recording and performing female hip hop crew in South Africa would be working with the students for the duration of the musical experience.
What did they say about 2008 matric results
by MEC Yousuf Gabru
Today we are here to celebrate and reflect on the outcome of the first truly single examination for Grade 12 learners in the country
Premier, the Western Cape's pass rate of 78.6% is reason to celebrate. Many of our learners have performed excellently, despite higher demands of the new curriculum and higher pass requirements.
The Greek playwright Sophocles is famously quoted that success is dependent on effort. While 2008 will go down as the year in which many "firsts" were recorded in the school leaving examinations, schools and the Western Cape Education Department have prepared for the introduction of the national curriculum for Grades 10 to 12 over the past six years.
Ladies and gentlemen, I believe the hard work and commitment of our education officials, principals, teachers and learners and the support of parents and the community at large, played a significant role in the pass rate.
This figure is slightly lower than the 80. 6% pass rate recorded in 2007, though I must caution against making comparisons between the examinations based on the old curriculum and the National Curriculum Statement.
Much of the content is the same as in the old curriculum although some of the content has been updated and is assessed in ways that require deeper levels of understanding and comprehension. Learners are required to pass six of their seven subjects and cannot pass on aggregate mark. All examinations are also set at one level - there is no higher grade and standard grade.
This year 43 957 candidates wrote the full exam, 2 035 more that the 41 922 full-time candidates in 2007. A total of 34 556 (33 787 in 2007) candidates passed the 2008 exams. Almost every candidate qualified for access to higher education. The new system replaces endorsement or matriculation exemption with qualification for access to bachelors' degree, diploma or certificate studies.
A total of 14 512 candidates (33%) qualified for access to studies for bachelors' degrees, compared to 10 300 (24.6%) who achieved endorsement in 2007.
A total of 12 842 candidates qualified for access to diploma studies and 7 180 for certificates.
Factors explaining the increase in numbers obtaining access to further education include better informed subject choice and application by the learners concerned.
Mathematics, Mathematical Literacy and Physical Sciences
I earlier mentioned that 2008 is the year of many firsts for education. For the first time all Grade 12 learners had to write Mathematics or Mathematical Literacy. An astounding 91, 3% of the 24 550 candidates who wrote Mathematical Literacy passed. A further 13 003 candidates passed Mathematics compared to the 3 990 candidates who passed Mathematics on the Higher Grade in 2007. Equally encouraging is the 71, 2% pass rate in Physical Sciences despite complaints about the difficulty of the question papers.
School performance
Our good schools continued to do well with 105 schools obtaining a 100% pass rate (73 last year) and 187 with a pass rate of 90% or more. It is worrying that 75 schools have a pass rate of less than 60%. The WCED will provide support to these schools via the National Strategy for Learner Attainment (NSLA) that provides holistic support to all aspects of teaching and learning, including school management and governance
Ladies and gentlemen, at the same time, we celebrate schools in poor communities that have demonstrated that they can improve results significantly by getting the basics right and by working hard.
I also want to use this opportunity to pay special tribute to Daniella de Wee, a Grade 12 learner at Hexvallei Secondary School in De Doorns who tragically drowned on Wednesday, 12 November while on her way to write the Afrikaans Home Language Paper 3.
Daniella personified determination and enthusiasm and wanted to further her studies after matric. So much so that when her application to study at the Cape Peninsula University of Technology in 2009 was turned down, she did not give up and planned on reapplying
Sadly Daniella did not have the opportunity to finish the exam, but it is my hope that she will inspire the class of 2008 not to give up on their dreams and pursue further studies to bridge the skills gap in the country.
I would also like to thank all our officials, the examiners, markers, invigilators, teachers, principals and administrative personnel for helping to administer an examination of such magnitude. You dedication helped to minimize the disruptions caused by flooding during the writing of the exams while processing the over one million scripts is also not an easy feat.
I would like to conclude by thanking our partners like Mercer / Mustek who graciously donated five laptops for our top candidates. A further five laptops will be donated to top achievers from underprivileged communities. Every recipient will get a headstart in their chosen field using this generous donation. Partnerships like these are important to improve the quality of education in the province.
Ladies and gentlemen, in some respects, the 2008 results reflect work in progress, while showing signs of significant success, especially in Mathematics. We will build on this success in 2009.
I thank you
Today we are here to celebrate and reflect on the outcome of the first truly single examination for Grade 12 learners in the country
Premier, the Western Cape's pass rate of 78.6% is reason to celebrate. Many of our learners have performed excellently, despite higher demands of the new curriculum and higher pass requirements.
The Greek playwright Sophocles is famously quoted that success is dependent on effort. While 2008 will go down as the year in which many "firsts" were recorded in the school leaving examinations, schools and the Western Cape Education Department have prepared for the introduction of the national curriculum for Grades 10 to 12 over the past six years.
Ladies and gentlemen, I believe the hard work and commitment of our education officials, principals, teachers and learners and the support of parents and the community at large, played a significant role in the pass rate.
This figure is slightly lower than the 80. 6% pass rate recorded in 2007, though I must caution against making comparisons between the examinations based on the old curriculum and the National Curriculum Statement.
Much of the content is the same as in the old curriculum although some of the content has been updated and is assessed in ways that require deeper levels of understanding and comprehension. Learners are required to pass six of their seven subjects and cannot pass on aggregate mark. All examinations are also set at one level - there is no higher grade and standard grade.
This year 43 957 candidates wrote the full exam, 2 035 more that the 41 922 full-time candidates in 2007. A total of 34 556 (33 787 in 2007) candidates passed the 2008 exams. Almost every candidate qualified for access to higher education. The new system replaces endorsement or matriculation exemption with qualification for access to bachelors' degree, diploma or certificate studies.
A total of 14 512 candidates (33%) qualified for access to studies for bachelors' degrees, compared to 10 300 (24.6%) who achieved endorsement in 2007.
A total of 12 842 candidates qualified for access to diploma studies and 7 180 for certificates.
Factors explaining the increase in numbers obtaining access to further education include better informed subject choice and application by the learners concerned.
Mathematics, Mathematical Literacy and Physical Sciences
I earlier mentioned that 2008 is the year of many firsts for education. For the first time all Grade 12 learners had to write Mathematics or Mathematical Literacy. An astounding 91, 3% of the 24 550 candidates who wrote Mathematical Literacy passed. A further 13 003 candidates passed Mathematics compared to the 3 990 candidates who passed Mathematics on the Higher Grade in 2007. Equally encouraging is the 71, 2% pass rate in Physical Sciences despite complaints about the difficulty of the question papers.
School performance
Our good schools continued to do well with 105 schools obtaining a 100% pass rate (73 last year) and 187 with a pass rate of 90% or more. It is worrying that 75 schools have a pass rate of less than 60%. The WCED will provide support to these schools via the National Strategy for Learner Attainment (NSLA) that provides holistic support to all aspects of teaching and learning, including school management and governance
Ladies and gentlemen, at the same time, we celebrate schools in poor communities that have demonstrated that they can improve results significantly by getting the basics right and by working hard.
I also want to use this opportunity to pay special tribute to Daniella de Wee, a Grade 12 learner at Hexvallei Secondary School in De Doorns who tragically drowned on Wednesday, 12 November while on her way to write the Afrikaans Home Language Paper 3.
Daniella personified determination and enthusiasm and wanted to further her studies after matric. So much so that when her application to study at the Cape Peninsula University of Technology in 2009 was turned down, she did not give up and planned on reapplying
Sadly Daniella did not have the opportunity to finish the exam, but it is my hope that she will inspire the class of 2008 not to give up on their dreams and pursue further studies to bridge the skills gap in the country.
I would also like to thank all our officials, the examiners, markers, invigilators, teachers, principals and administrative personnel for helping to administer an examination of such magnitude. You dedication helped to minimize the disruptions caused by flooding during the writing of the exams while processing the over one million scripts is also not an easy feat.
I would like to conclude by thanking our partners like Mercer / Mustek who graciously donated five laptops for our top candidates. A further five laptops will be donated to top achievers from underprivileged communities. Every recipient will get a headstart in their chosen field using this generous donation. Partnerships like these are important to improve the quality of education in the province.
Ladies and gentlemen, in some respects, the 2008 results reflect work in progress, while showing signs of significant success, especially in Mathematics. We will build on this success in 2009.
I thank you
SA matrics get 62,5% pass rate - minister
30 December 2008,
The country's 2008 matric class received a pass rate of 62,5 percent, the Education Minister Naledi Pandor said on Tuesday.
Of the 533 561 candidates with a full set of results, 333 681 candidates or 62,5 percent met the requirements for a National Senior Certificate, she told a press briefing in Pretoria.
She added that 589 912 candidates had written the 2008 examinations and that she was reporting on the results of only 533 561 candidates.
Pandor said that there were 56 810 candidates with incomplete results. This, she said, was due to "outstanding internal marks, oral or practical requirements or pending irregularity investigations.
"The failure to provide results for all candidates is extremely worrying," Pandor said. - Sapa
Failed matrics get second chance
Regan Thaw | 12/31/2008
"In a supplementary examination, a candidate can write. If that candidate failed a single subject, they can write that subject."
Matrics who failed this year’s exams have a second chance to be successful.
Officials said they would have a chance to put pen to paper during next year’s supplementary examinations.
Learners who qualified to rewrite in February next year had to register by 21 January.
The education department’s Brian Shreuder said, “In a supplementary examination, a candidate can write. If that candidate failed a single subject, they can write that subject. They can also, if they failed more than one subject, they can write those subjects which they failed.”
Learners who had not failed but would like to improve their marks to gain access to tertiary institutions were also allowed to write supplementary papers.
Eye Witness News
Over 30 000 matrics did not write exams
Nomsa Maseko
Education Minister Naledi Pandor said an investigation by the department showed that over 33 000 matriculants did not write their exams and therefore would not be receiving results.
Pandor held a special meeting with provincial education MECs in Johannesburg on Monday after tens of thousands of grade 12’s were left waiting for their matric marks for several days.
She said students who did not receive their results should approach their schools as soon as possible.
Pandor said quality assurer, Umalusi, was currently investigating 700 irregularity cases, adding that the outcome of the probe would be announced at the end of the month.
The minister said tough action would be taken against those people who were found guilty.
Eye Witness News
S. Africa education in transition
Gabi Khumalo
8 October 2008
A report by the Organisation for Economic Cooperation and Development into education in South Africa has found that while the education system has achieved a number of positive results in the past 14 years, it is still in a process of transition, and is suffering from a lack of resources and infrastructure.
Released earlier this week, the report was a result of a request by Education Minister Naledi Pandor for the OECD to undertake a peer review of South Africa's education policies in 2006.
The OECD provides a setting where governments can compare policy experiences, seek answers to common problems, identify good practice and coordinate domestic and international policies.
"The post-apartheid government inherited an education system beset by a host of problems, a fundamental issue of which was the structured inequality that was embedded in the system," noted the report, entitled A Review of the South African Education System.
"Added to these weaknesses are major infrastructural deficits, inadequate financing, lack of democratic procedures, imbalanced curricular policy, poor teacher education and very unsatisfactory provision of teaching of teaching materials."
The review included an examination of key aspects of the education system, governance and financing of the education system, curriculum, learning materials and assessment, early childhood education and adult education, vocational education training and human resource development, inclusive education and equity in South African education, the teaching and teacher education as well as higher education.
Policy review 'crucial'
Commenting on the report, Pandor said policy review was a crucial element of the work of any government.
"We have to ask ourselves whether the policy interventions we have put in place since 1994 have been instrumental in ensuring that we reach our goals of access, equity, redress, quality, relevance and efficiency," Pandor told BuaNews this week.
She said she had anticipated a condemning review of the education system, however, the report had instead noted a number of achievements.
"The OECD review team registered surprise at what we had achieved in 14 years rather than surprise at what we still have to achieve", Pandor said. "Anywhere in the developing world, a minister of education would be overjoyed at receiving a positive if qualified audit from an international organisation like the OECD."
Stimulating vibrant debate
Center for Education and Policy Development analyst Mary Metcalf welcomed the report, telling BuaNews that the review would add value by stimulating vibrant debate where key stakeholders would find common ground for urgent action.
These debates would also surround the OECD's many useful recommendations following the report's findings in educating the nation's children.
The straightforward recommendations centre on several themes: the governance and financing of the education system; the curriculum and learning materials; early childhood education and adult education; vocational educational training and human resource development; equity in South African education and teacher training and higher education.
Building capacity
The OECD recommended that emphasis on curriculum policy should be placed on the implementation of the current curriculum emphasising the provision of learning materials, professional development of teachers, development of appropriate assessment tools and early diagnosis and remediation of learning problems.
"Before promulgating new policy measures for schools, feasibility studies at the level of average or below average schools should be conducted with more attention paid to effective communication of policy," the OECD recommended, saying that focused training programmes were needed for staff capacity building at provincial and district level.
'Invest in early childhood development'
Early childhood development and adult basic education and training have tended to be marginalised in South African education despite some admirable policy documents, said the OECD, adding that due to the racially discriminatory policy of the past, many adults lost out on educational opportunities.
The report therefore recommended that additional investment in early childhood development should focus on supporting parents as early educators through multimedia, multilingual programmes. It also noted that all Grade R teachers should have access to the same professional development and support resources.
Presenting a report on vocational educational training, European Training Foundation expert Milena Corradini, who was part of the review team, said better partnerships between the business community and the education sector should be established and links between schools and the world of work should be more systematic.
"Mechanisms should be established to make the demand in the labour market more dynamic and flexible and better linked to the vocational education training provision and real, on the job training should be provided by companies as part of the training curriculum," Corradini said.
Special needs and inclusivity
On the issue of equity in the education system, the review team was impressed with the emphasis given in South African policy to inclusivity. It also acknowledged that this had a broader implication than providing persons with disabilities access to schooling.
The department should develop a precise, reliable and consistent data gathering system on special educational needs students and on South African school's ability to meet the needs of these learners, the OECD recommended.
An emphasis should be placed on system deficiencies rather than learner's difficulties, the report said, adding that all schools should also be accountable through annual reports on their physical and accessibility strategies.
The report further found that there was a need for the department to produce a policy position paper setting out a comprehensive action plan and highlighting policy initiatives which were being introduced regarding the teaching career accompanied by a communication plan.
According to the report, pilot schemes should be introduced for the induction of new teachers.
Professional teacher development
The report team also noted that the teaching career did not enjoy a good public image, and therefore did not attract high quality candidates.
The team therefore suggested that more attention should be paid to the management of the change process in terms of detailed planning, budgeting and monitoring of change with change resistance and a formal training in the pedagogy of higher education, which should be made available to academic staff, particularly junior lecturers.
National Professional Teachers Organisation of South Africa President Dave Balt complimented Pandor and the department for taking the bold step to commission the report.
"We are happy with the recommendations," Balt told BuaNews. "We need professional development of teachers and qualified teachers on the early childhood development and we are very happy about the endorsement of quality learning and teaching campaign as a matter of urgency."
Financial and Fiscal Commission representative Nomonde Madubula told BuaNews that the report highlighted in detail all the facets of the education system in South Africa and how it had come so far despite historical legacy.
"Achievements are noted and now the real move in the ground is to address challenges made in the report and come with solutions, which is not going to happen overnight, it needs to be progressively realised through a phased approached," she said.
Source: BuaNews