Mass Literacy Campaign and Qids-Up: Department of Education briefing
Basic Education
19 October 2007
Meeting Summary
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Meeting report
EDUCATION PORTFOLIO COMMITTEE
19 October 2007
MASS LITERACY CAMPAIGN AND QIDS-UP: DEPARTMENT OF EDUCATION BRIEFING
Chairperson: Prof S Mayatula (ANC)
Documents handed out:
Kha ri gude Mass
Literacy Campaign
Quality Improvement ,
Development, Support and Upliftment Programme for Public Schools (QIDS UP)
Quality Improvement
, Development, Support and Upliftment Programme (QIDS UP)
National Reading
Strategy
Overview and
Analysis of the Department of Education Annual Report 2006/7
Audio recording
of meeting
SUMMARY
The Department of Education briefed the Committee on the Kha ri gude Mass
Literacy campaign, which aimed to reach 4.7 million illiterate adults, and
reduce the illiteracy rate by at least 50% by 2015. It was linked to national
and international policies and initiatives It was overseen by an
inter-Ministerial Committee and was firmly located within the public service,
and was to be run
through a Section 21 company. The budget and services were tabled
and discussed. A Green Paper for Adult Education and Training was being
drafted. A pilot would be run on youth offenders in rehabilitation centres.
Questions by Members addressed the training of offenders, the difference
between this and the Adult Basic Education and Training campaign, clarity on
the targets and the number of illiterate people in South Africa, clarity on the
targets, and how these plans differed from past projects. Further questions
addressed recruitment of volunteers, and the plans beyond the initial five-year
stage.
The Department briefed the Committee on the Quality Improvement, Development,
Support and Upliftment Programme for Public Schools. This was focused at
primary level, was to be a long term and high impact intervention programme,
and would target 3500 no-fee primary schools serving 1.2 million learners. The
main focus was adequate provisioning of resources to support learning and
teaching. Provinces were already budgeting for this and a dedicated unit had been
established in the Department. Discussions by Members focused on the provincial
budgeting, the OSD salary scales, the union oppositions to the project, the
focus on the primary schools and whether it could be extended to secondary
schools, the challenges in some provinces and credibility of numbers.
The Department then focused on the National Reading Strategy, which aimed to
promote reading across the curriculum, and encourage reading for enjoyment. It focused on support
to schools, increasing access to books, providing support to teachers and
promoting life long reading. Toolkits had been developed for 2008, and learner
performance would be monitored. Questions addressed the space capacity problems
in schools, the use of mother tongue, whether the manual was prescriptive, and
support by teachers.
MINUTES
Kha ri gude Mass Literacy Campaign: Briefing by Department of Education (DOE)
Ms Gugulethu Ndebele, Deputy Director General, Social and School
Enrichment, DOE gave a presentation on the Kha ri gude Mass Literacy Campaign
(MLC). She noted that the campaign target was to reach 4.7 million illiterate
adults, and reduce the illiteracy rate by at least 50% by 2015.This campaign
would be supported by the full range of government department initiatives and all
sectors participating in it. The literacy campaign was linked to national and
international policies and initiatives like the FIFA 2010 Soccer World Cup and
the social grant programme. She discussed the elements of the plan , the phases in the eradication of illiteracy,
organisational structures and proposed budget, showing tables that split up the
targets by years. Targeted learners included the youth, women and disabled.
Ms Ndebele noted that the campaign was overseen by an inter-Ministerial
Committee and was firmly located within the public service. It was however
sufficiently autonomous from Departmental line functions to allow for speedy
and flexible implementation. It was to be run through a Section 21 company.
The proposed budget was tabled, showing an allocation of R20 million for 2007,
rising to R480 million in 2009.
The service by and to youth were discussed, and she indicated that youth would
be actively involved as trained volunteers or as learners. They would be
encouraged to attend formal teacher training after their work experience.
The campaign had been approved by Cabinet in August 2007 and instructions were
given to draft a green paper for Adult Education and Training (AET). A pilot
would be run on youth offenders in rehabilitation centers. She set out the
progress in preparation of materials, noting that this included Braille and
sign language. Partnerships would assist in identifying sites, learners, and
materials. She then discussed the rationale for revamping the adult education programmes
and what was still under discussion.
Discussion
Mr B Mthembu (ANC) commented favourably on the presentation, but asked
for clarity on the inter-ministerial committee, and wondered if this meant that
to date there had been
no framework for adult education and training. If so then there
was a need to link up with these campaigns and clarify what the training for
adults, would entail. There was a narrow conceptualization of adult training
but the green paper was a policy framework.
Ms Ndebele replied that the Department already had an Adult Basic Education and
Training (ABET) policy and legislation, but had identified through a number of
departments that there had been conceptual issues around some political acts,
implementations and policies. There was a need to look at the whole system. The
green paper was using those two policies as a starting point, and proposing a
revamp for education and training. The emphasis was on adults needing to get
certificates, and there was a problem with this in the current situation. The
Green Paper process would set timetables, and would have help from the
minister.
Mr B Mthembu asked,
in relation to the campaign target, whether the objective was to eradicate
illiteracy totally, and asked for clarity on the target of 4.7 million.
Ms Ndebele said that the 4.7 million adults referred to were the number who had
not attended school at all. Those who had some schooling, but had not attained
a certain level of literacy, amounted to about another 5 million. The target was
focused on those who had never attended school. Both the ABET and the campaign
systems should work together to achieve the goal.
Mr B Mthembu noted
that the plan was not clear as to when the targets would be reached and asked
for clarity.
Ms Ndebele replied that the phase 2 figures were vital as part of the
conceptual plans for 2010, but until the Department had defined the pilot side
for implementation in 2008 the figures could shift, and may not be the full
3.22 million. The major implementation would take place in 2008-10, and the
numbers would be conveyed to the Committee from time to time.
Mr A Mpontshane (IFP) commented that although the
Department had good plans, this did not necessary translate into good
implementation .He was concerned about the illiteracy plans, noting that
similar plans many years ago had come to nothing. The Minister of Correctional Services was
said to have rehabilitation plans for the offenders. He was sceptical about
including this Department as it had its own problems.
The Chairperson wanted clarification whether Mr Mpontshane was suggesting that
youth offenders should not be included in the literacy plan. He said that the
inclusion did not mean that anyone currently in a facility would be taken from
that facility.
Ms Ndebele understood the scepticism because the Department was aware of
previous efforts and failures. A campaign like this should not only be an educational campaign, and the
difference was that DOE would be mobilising communities, organisations, church
groups and other stakeholders to achieve an effective campaign. The Masifunde campaign had proven to be
successful and showed progress. Any volunteers would need to have credibility
and come with recommendations from their community, and proven learning objectives. The Department
would be aiming to find committed people. The new efforts should break down the
scepticism of the past. so that we know that they are serious about this ,so we are
not just recruiting people.
Mr A Mpontshane asked how the volunteers would be recruited.
Ms Ndebele replied that DOE must still finalise materials and set up
information systems to assess the numbers and the ratings. Once the planning
had been done it would look at the logistics of recruiting volunteers.
Ms M Matsomela (ANC) noted that this was a five-year plan, and asked what would
happen after the five years . She further noted that
there was a high probability that the current numbers of illiterate people
might increase, especially in areas without any conducive
learning environment. In addition, to implement these plans in rural areas
could be a problem, as this would involve issues of accessibility. She wondered
how these issues would be addressed.
Ms Ndebele replied that beyond the five years, as set out in Phase 3, there was
mention of continuing other literacy programmes. It was very difficult to
eradicate illiteracy completely, but the Department had already set up learning units that kept picking up additional learners. The
reason why DOE had the revamp was also to help those who had no qualifications
at all but went to school. This would be addressed at national and provincial
levels.
Quality Improvement , Development, Support and
Upliftment Programme for Public Schools
(QIDS-UP): Department of Education (DOE) Briefing
Ms Palesa Tyobeni, Deputy Director General, GET, DOE, noted that the QIDS
UP was mostly an affirmative action
programme targeting schools serving poor communities, where quality of
education was often compromised due to lack of basic minimum resources,
overcrowding and shortage of skilled personnel for effective learning and
teaching. It was to be a long term and high impact intervention programme. The
scope of the project from 2007-2009 would focus on 14 districts, the criteria for
which were detailed in the presentation (see attached document) and in
particular would target 3 500 no-fee primary schools serving 1.2 million
learners. The key focus areas were adequate provisioning of resources to
support learning and teaching; improved learner competencies in literacy and
numeracy, improved management and leadership of schools; improved support for
learning by district offices and strengthened monitoring and evaluation of
learning outcomes. There would be a basic resource package, which would include
learner and teacher resources, and this would be dependent on the budget per
province.
Preliminary budget figures had already been drawn. Most provinces had already
increased their allocations for QIDS-UP in the current budget, and in almost
all provinces there was already capacity to manage the programme. A dedicated
unit had been established in the Department.
Ms Tyobeni set out some of the provincial activities to date. Challenges from
the Department’s side included the difficulty sometimes
in obtaining information from the provinces as to what had been done, and the
need to exert constant pressure to follow up.
Discussion
Mr Mthembu
commented that the Department should be congratulated for coming
up with a good campaign and addressing issues on quality improvement. He asked
for clarity on the funding. The Minister had announced in 2006 in the budget
speech that substantial money was set aside for this campaign, yet Ms Tyobeni
had indicated that the availability would depend on provincial budgets. He
asked for clarity.
Ms Tyobeni replied that although the Department was providing resources, the
provinces had to budget and state what would be expected in return for the
money. The provinces must decide how much to allocate to implementing these
plans in the financial year. The Department too had a limited budget and would
have to prioritise across the plans, and this was one of the reasons for the
partnerships. The Department would also have to continue to persuade Government
of the need for money for this programme.
Mr Mthembu noted that the programme was to be dependent on the Outsource
Distribution (OSD) salary scale. A number of unions were not in favour of the
project and there had been accusations about misrepresentations. He was
concerned that any misinformation would affect the running of the programme,
pointing out that implementation was dependent on teachers.
Ms Tyobeni replied that these issues would not compromise the programme. She
had spoken of resourcing for effective teaching and training teachers. The question of
OSD was raised in a circular, but did not affect the resources of the school.
It did impact upon personnel and staff, though not on all of them. The
Department would like to have teaching assistants for teachers who had huge
classes, and to assist with students who were disabled.
Mr Mthembu noted
that the focus of the programme was on primary school, but there was also
mention of Grade 12 results, and he wondered whether the alignment would in
time leave out the need to go to secondary schools.
Ms Tyobeni replied that the Department wanted to focus on the current
challenges. This meant a focus on grade 12 results. However, the importance of
overcrowding of classes at the lower levels was not always appreciated. Better funding would result in the programme
being able to go to the secondary level as well. However, at the moment a focus
on the primary level would spread out positively, over time, to the secondary
schools.
Ms Matsomela stated that all schools should adhere to those standards set out
in the QIDS-UP, and that this should be applied to all schools. Some special
appointments had been made to drive the QIDS–UP, yet some provinces had not applied it
and there had been lack of commitment. She believed that the Department should
hold someone accountable for commitment, so that it was effective.
Ms Tyobeni replied that additional work over and above the target was up to the
provinces. The provincial context differed and the Department needed to allow
for the fact that each province allocated money to the poorest areas or
communities. However, it must be clear about the key deliverables for a minimum
of 3 500 schools. The aim was that all schools should have the basic
necessities. The Department would look at the progress and monitor the
programme. It was aiming for a South African home grown strategy for quality
learning.
Ms D Van Der Walt (DA) wanted to know why the activities in some provinces were
not listed..
Ms Tyobeni said that Limpopo and Northern Cape were facing major challenges in
implementation, and the Department was working on the matter.
Mr Mpontshane stated
that the summary of provincial activities, including school nutrition, showed
glaring differences in schools and provinces. He asked if the target figures
were reasonable, and whether the activities would not amount to a drop in the
ocean. He was also concerned about the credibility of the numbers, and
suggested that this be checked.
National Reading Strategy
Ms Palesa Tyobeni gave a short presentation on the National Reading
Strategy. This was intended to promote reading across the curriculum, and
encourage reading for enjoyment. The Reading Programme focused on support to
schools, increasing access to books; providing support to teachers through
provision of resources as well as techniques for inculcating a love for
reading, scheduling time for reading within the school time table and
developing reading skills in learners. The specific aspects of each of these
areas were outlined, and the strategies ranged right throughout the schools.
Specific support to teachers included a teacher’s manual to assist teachers
with the teaching of reading in the foundation phase, guidance on how, what and
when to teach matters, and encouraging reading in the classrooms every day.
Toolkits had been developed for Grades R and 1 and 1 000 boxes would be
delivered to schools at the beginning of 2008. The “Drop and Read” campaign was
aiming to provide books and support, with guidance to parents, teachers and
care givers. Learner performance would be monitored by having a systemic
evaluation to assess performance across the system on overall literacy.
Discussion
Ms Van der Walt (DA) commented that the presentation was quite ambitious
one and she hoped that the plans could be implemented. In regard to the
presentation, she indicated that the Minister of Arts and Culture was also
involved in creating a culture of reading. She wondered if the reading corners
would work, particularly since there was such a shortage of space in many
schools.
Ms Tyobeni replied that the Department recognised the space capacity problems,
and as the Department provided books, it would simultaneously provide the
shelves or cupboards with wheels, which were attractive and practical. Although
there might not be space to sit and read the book in the corner, the reading
shelves would be a specific focus area in the classroom.
Ms Van der Walt added that one of the goals was to produce books in mother
tongue right from the beginning. Although she appreciated that some of these
plans were already being implemented in English, she asked about the other
languages. She also asked whether cultural stories written in mother tongue
were also to be interpreted into other languages.
Ms Tyobeni replied with that books and stories were intertwined. The Department
had 6 titles.
If stories were originally written in the home languages then the Department
would tend to leave them so, but if already translated, then these would be
used to promote multiculturalism. Some of the books that had been submitted to
us had been translated in two or more languages already, and would be used in
this form.
Mr Mthembu asked about the national reading strategy, which was to be guided by
training manuals. He asked how the prescriptive “how, when and where” to teach
approach would be reconciled with teacher development.
Ms Tyobeni replied that the manual was not prescriptive; it was a guidance
drawn by qualified teachers that would help in implementing this plan .
Ms Matsomela noted that teachers and assistants would foster the need to read
for enjoyment. She was also concerned with parents, many of whom also needed to
read for themselves, and said it would be difficult to
foster a reading culture. The Department would have to be quite creative in
addressing this problem.
Ms Tyobeni replied that
where parents were not helping out, the teachers needed to be
always available and encourage these students to read.
The meeting was adjourned
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