UNICEF submission on Education Budget 2007
Basic Education
06 March 2007
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EDUCATION PORTFOLIO COMMITTEE
6 March 2007
UNICEF SUBMISSION ON EDUCATION BUDGET 2007
Chairperson: Prof S Mayatula
Document handed out:
UNICEF
submission on Education Budget
SUMMARY
The UNICEF representative in South Africa gave an overview of South
Africa's educational challenges, the
commitments made by the President in his State of the Nation address and
those made in terms of the Millennium Development Goals and then related this
to the 2007/08 Education budget. These commitments include expanding the
provision of free and compulsory education to all children from birth to
eighteen, providing adequate infrastructure to all schools and addressing the
dropout rate. All education stakeholders should be mobilised around and aligned
to using education to meet national social and economic goals and she
identified the challenges in how
to target, allocate and spend these funds correctly. The Committee did
not dispute any of the challenges but were interested to hear more of the presenter’s
views on School Governing Bodies (SGBs), monitoring and evaluation, learner
pregnancy and learning difficulties.
MINUTES
Mr
Macharia Kamau, UNICEF’s South African representative, said that South Africa
had made great strides in the last twelve years in education. For instance, primary
school enrolment had increased from 99% in 2000 to 103% in 2006. But South
Africa operated at a much higher level than the rest of Africa. South Africa’s
trading partners were its donors. Therefore it should challenge itself
differently to the rest of Africa. Education is the largest component of the 2007
budget (R104.4bn) but South Africa had the lowest returns in terms of outcomes.
The challenge was to target and prioritise resources for children to address
the following:
• high drop out rates for boys at secondary school and higher ones for girls at
tertiary level;
• low uptake for children aged 0 – 5 in Early Childhood Development (ECD =
16%). Basic education should be redefined as being from birth to eighteen, and
free, compulsory and inclusive as research has shown that investment in ECD
leads to better performance in later years;
• the condition of the 5 000 poorest schools – with an estimated 350 000
learners;
• the unknown status of thousands of learners/children in rural/farm schools;
• 5.9% of 15 to 19 year olds that were HIV positive;
• violence in schools
• the estimated 1.7 to 2.5 million orphans in the country.
• Reaching
the un-reached 600,000 out of school as dropouts or children in remote areas.
Target
expenditure on principals to improve management and leadership (at all levels)
and in particular at school level for quick and effective turn around
strategies
The President alluded to these challenges in his 2007 State of Nation Address.
The key to
meeting these goals was to relate education goals to social and economic
outcomes so that all role players were aligned to use education to meet these
goals. Universal primary education was critical in supporting progress
towards other Millennium Development Goals (MDGs), particularly poverty/hunger,
gender equity/empowerment, child mortality, maternal mortality and sustainable
environment. All MDGs were inter-related and interdependent. The focus should be on
quality of management and teaching practices so that returns in terms of
efficiency/effectiveness could be made on investment. To do this, there would
have to be accountability and participation (parental/community involvement).
Much of the success of former Model C schools was due to parental involvement.
Monitoring and evaluation of the education system was also essential.
The United
Nations advocated an Integrated Holistic Approach to Learning (IHAL). Its
critical components are that:
- Learning outcomes must target social and economic goals
- There must
be a corresponding (not either or), investment in: infrastructure, teaching and
learning materials and management and teaching skills.
Complementary
strategies encompass learner participation; gender balance; community and
parental participation, private sector investment and monitoring
and evaluation, especially of retention and learner performance at key
intervals
The cost of
not investing in education and other MDGs would be institutional (high drop-out
rates, low participation and morale, high repetition and lack of parental and
community engagement); social (inability to fight AIDS, violence and crime,
gender inequality, child mortality and increased social security and health
costs) and economically and politically, SA would face poverty, unemployment
and slow economic growth and instability.
Discussion
Mr A
Mpontshane (IFP) said that Mr Kamau had referred to an inspectorate (when
talking about monitoring and evaluation). South Africa had peer appraisal,
which did not seem to be working. What did Mr Kamau suggest? And did teacher
unions elsewhere oppose each other, as they did here?
Mr R Ntuli (ANC) said that it would be difficult to implement ECD from birth to
five because there was a lack of teachers. If former Model C parents were
better at strengthening schools, perhaps Adult Basic Education and Training
(ABET) was needed. How could the education system be fast-tracked and advocacy
strengthened?
The Chair added some background to Mr Mpontshane’s question. South Africa did
not only have teacher peer review, there were also subject advisors at
Education Management Development Centres.
Ms M Matsomela (ANC) asked for some information on international best practice
regarding curriculum management, teaching practice and parental involvement.
Mr A Gaum (ANC) agreed that schools that were under-performing needed to focus
on management and teaching (qualifications, capacity and discipline). He asked
for more information on international experience of interventions in schools
that were under-performing.
Mr G Boinamo (DA) said that learners with undiagnosed but severe learning
difficulties were also a problem in class.
Mr Kamau said that if a word such as ‘inspectorate’ had a stigma, the word
itself could be forgotten. By inspecting he meant monitoring and evaluation
according to outcomes that were agreed on by all stakeholders. Trade unions had
different objectives to parents, whose objectives differed from teachers,
learners and others. Standardised objectives were the key to alignment.
Government was responsible for job creation but also for providing an
entrepreneurial framework and cognitive education. Therefore the nation needed
to pull together to reach social and economic goals.
He agreed that it would be a challenge to provide ECD for children from birth
to three. It would be necessary to focus on community care forums, not formal
education, and to mobilise party and government structures and the public to
organise themselves. Possibly the Expanded Public Works Programme (EPWP) could
be part of the initiative, along with unemployed parents.
He agreed with Ms Matsomela that communities should be mobilised because they
currently did not hold themselves responsible for education but saw it as
something delivered by government. Improvement of management and teaching
practice was not easy, but still possible. He suggested starting with the 5000
worst schools in groups of 100, with the teachers and principals attending
courses run by service providers in school holidays for 18 months.
Standardisation was the key element; the training given to rural and urban
schools should be the same. If teachers and managers failed, we should be brave
enough to tell them they were in the wrong profession.
To Mr Gaum, who asked about poorly-performing schools, his answer was the same:
performance and discipline should be aligned to clear targets. Management
structures should enforce standardised discipline. Parent Teacher Associations
were excellent tools for quality assurance all over the world. South Africa
treated its poor parents as if they had no aptitude to know what their children
needed. This was wrong.
He agreed with Mr Boinamo that dropouts and the learning disabled were a big
problem as they frustrated themselves and their teachers. It would have to be
decided if they were a priority for South Africa now, though.
Mr B Mthembu (ANC) said that School Governing Bodies were not effective. He
wondered if there was a relationship between the socio-economic status of
parents and their involvement in their children’s schooling. He acknowledged
that South Africa did not get a return on its education investment so common
norms and standards were needed to ensure quality. He asked Mr Kamau to “tell
us about quality”.
Mr B Mosala (ANC) said that it appeared that the UN in South Africa had been
unable to visit farm schools. Did they
have a strategy for ‘reaching out to develop them?”
Mr N Gcwabaza (ANC) asked how other countries dealt with learner pregnancy.
What if the father was also a learner? How did one make him take responsibility
but stay in the system?
The Chair asked how having only one external examination (Grade 12) compared
with other countries. (South Africa used to have Standard 6, the Junior
Certificate and Standard 10.)
Mr Kamau replied that there would be detractors of ECD for children from birth
to three. They would say that it had nothing to do with education. All of South
Africa needed to be mobilised around socio-economic goals via education. One of
the challenges would be to manage the fears of the privileged. Another would be
minority language groups. Unfortunately some languages had to have priority.
He acknowledged that parents’ involvement in schools was related to their
socio-economic status. Social space, with poor peoples; places of work, home
and school being far apart from each other was a legacy of apartheid and made
involvement in school more difficult. It was a long-term goal to reorganise
social space so that school, work and community were close. The more privileged
in South Africa already enjoyed that.
Quality was a package driven by the following working together: management,
teaching practice, curriculum, parental involvement and infrastructure aligned
towards common standards and goals.
An information-collecting survey was needed on rural learners who were
unreachable before a strategy could be devised. It was not possible to simply
drive onto commercial farms.
Learner pregnancy was a problem in South Africa and some of its neighbours. It
was due to the way the family had been disrupted by apartheid. Parents who were
learners had to have education, even if it was not at the same site as other
learners. Regarding fathers, the key to the problem was prevention.
Having only one external test was peculiar to South Africa and having it at the
exit point was too late. Parents needed to know annually if their child was on
track. Better former model-C schools were already offering this.
The Chair asked Mr Kamau to send material on assessment and thanked him for his
valuable input. The meeting was adjourned.
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