In this regard EE says as follows:
- Distribution of resources: As stated yesterday by President Zuma: “The achievement of parity in the distribution of resources is paramount to quality learning and teaching. We still have schools that have to work with very little resources, while others have more than enough.” EE is in favour of maintaining well-performing public schools, and bringing the rest up to the same level. A vital resource, proven to improve performance by between 10% and 25%, is a school library. During 2010 EE will be campaigning for a National Policy on School Libraries. For more click here.
- Teachers: Included in our understanding of “resources” are well-trained, well-supported, well-remunerated teachers. No transformation of South African education can take place without dedicated, hard-working, motivated and well-educated teachers. We must hold teachers accountable to high standards, but at the same time we must improve their working conditions, which in township and rural schools are often very difficult with large classes, inadequate staff-rooms, and too little in-service training. At the same time we must look for innovative ways to expand the teaching profession. Models such as Teach South Africa, which allow top university graduates without teaching qualifications to serve two years of community service teaching in poor schools should be supported strongly by the Department of Basic Education (DBE).
- Standards and Assessment: Minister Motshekga stated that examination standards will be maintained because “through maintaining the standards of our examinations we are able to assess the shortcomings in the quality of learning and teaching”. This is to be welcomed. By the same token we must continue to assess at other levels, and publish these assessments. For example, the Western Cape Education Department (WCED) conducts important numeracy and literacy assessments at certain primary school grade levels every two years. The 2003 grade 6 assessment, showed that only 1 in 1000 learners in African township schools was adequately numerate, compared to over 62% in former model-C schools. This same group went on to be the matrics of 2009, and their poor numeracy proved an accurate predictor: In the Western Cape the maths pass rate also dropped, from 65.2 percent in 2008 to 64.9 percent. The physical science pass rate plummeted from 71.2 percent in 2008 to 52.9 percent in 2009. It is therefore of deep concern that the WCED now seems unwilling to release the disaggregated results from the most recent grade 6 literacy and numeracy assessment done in 2007; despite repeated requests, only the province-wide totals have been released.
- Community Mobilisation and Organisation: Minister Motshekga has repeatedly made progressive calls for community involvement in education. In announcing the results she said: “We will continue to mobilise our communities to involve themselves in the education of our children throughout the year. As President Zuma has said "Education is a societal issue".” President Zuma echoed this yesterday when he said: “I call on parents and communities to truly place education at the forefront of our national agenda.” In 2010 Equal Education will be at the forefront of building this people’s movement for education. In our campaigns, in our media, in our public education and in our youth and community organising we will prove that ordinary people can bring change to South Africa’s education system and ensure that we can turn the corner. Our first major campaign of 2010 is the Campaign for School Libraries. For more on this campaign contact Lukhanyo Mangona (0825958600) or Adam Sack (0837941111).
Congratulations
Equal Education congratulates its members and all matriculants who were successful in the 2009 examinations. We congratulate all teachers, markers, officials and parents who played their part in the 2009 matric examinations. Our members who failed will be assisted to prepare for the supplementary examinations in March 2010. Learners who worked with dedication improved their chances of avoiding failure and achieving success. But as a movement we know that it is the system which has once again failed the learners. Only the transformation of education in the direction of quality and equality for all will lead to a sustained improvement in matric results.
For more comment on the 2009 Matric Results contact:
Lukhanyo Mangona (0825958600)
Doron Isaacs (0828502111)
