Chalkline

Matriculants to be employed as teacher assistants in Gauteng

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:27:00 +0200

Hundreds of matriculants will soon be employed as teacher assistants in Gauteng. Basic Education Minister Angie Motshekga says they will be required to help with slow learners and to assist teachers with large classes.

Motshekga says kids don't develop at the same pace and she doesn't want to withhold those that are learning fast because others are struggling. Provinces such as the Western Cape and KwaZulu-Natal have already begun employing teacher assistants.

The Minister also says she has no objection to schools installing metal detectors on their premises but the costly security measure will not be part of her department's budget. Schools will have to carry the cost on their own. Teachers union Sadtu says that is not good enough. The recent stabbing of a Soweto teacher, allegedly by a pupil has ignited calls for stricter security.

Motshekga says: "They should do it, there is no problem, I mean some schools already search, do constant searches, some schools have huge cameras, depending on their means, and also depending on the means of the province, but as I say it would be good to make it law but if you go to rural areas, you hardly even have fences around their schools."

It is a costly affair and teachers union Sadtu says it cannot condone some schools having the luxury of hi-tech equipment to make them safer while others go without. Sadtu president, Thobile Ntola, says government is the employer and cannot shrug its responsibility to protect schools and they must carry the cost for metal detectors for everyone. Minister Motshekga is meeting her provincial counterparts in two weeks time as a plan is needed to effectively deal with violence in schools.

Teachers ordered to stay in class amid court case

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:26:00 +0200

The South African Democratic Teachers Union in Gauteng has instructed teachers in Soweto to stay in class during the next court appearance of its Chairperson, Moss Senye. The Meadowlands Secondary School principal is facing charges of assaulting a learner.

Last Monday, dozens of teachers abandoned teaching and gathered at the Meadowlands Margistrate's Court to show support for Senye. His case was postponed to May 11.

Gauteng Sadtu Secretary, Dumisani Dakile, says they met with all the stake holders which includes parents in the form of the School Governing Boards, Cosas, the South African Teachers Union and the ANC of which all of them are expected to go down on the ground as expected to be able to calm the situation in particular in relation with the learners.

The meeting also agreed that the statement issued by Cosas calling on learners to hit back against educators who administer corporal punishment will have serious negative impact to the stability of the schools in the province. Cosas was requested to withdraw the statement. The learner who stabbed the female teacher earlier fled but was later arrested. He now faces a charge of assault with intent to cause grievous bodily harm. The Gauteng Education Department has also condemned the incident.

SA education takes tough stance against corporal punishment

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:24:00 +0200

The Department of Basic Education and the SA Council of Educators (SACE) is taking a tough stance on corporal punishment. Since January, SACE has struck five teachers off the roll for beating up learners. Initially the body was investigating 10 cases nationally.

Basic Education today announced it suspended an Alberton teacher after an SABC News expose last month, into corporal punishment allegations at Glenbrack. Learners told of how teachers threw board dusters at them, kicked and slapped them around.

One of the boys at the school was hit so hard that he started bleeding. The principal denied the allegations then but a day later, footage surfaced exposing gross breaches in Sections of the Schools Act.

“We will be conducting further investigations in terms of bringing charges against this educator,” says Gauteng Basic Education Charles Phahlane.

Even though corporal punishment was abolished 16 years ago, many more educators might face the same fate for breaching that section of the Schools’ Act. Gauteng says it has already issued 13 final written warnings and fines and three more beating cases are still under investigation.

The department says it will decide on completion of those cases what course of action to take and parents have been encouraged to come forward with more cases - so that criminal charges can be instituted.

Students march for better education

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:23:00 +0200

Thousands of Cape Town learners marched to Parliament yesterday to hand over a memorandum in which they demand the implementation of equal norms and standards in education.

Marching under the banner of an organisation called 'Equal Education', learners aimed to remind government of its promise to implement minimum norms and standards in all schools.

The pupils demands are familiar. School text books, libraries, an end to mud schools and safety in their school premises were amongst the issues raised.

Upon receiving the memorandum, the chief of staff from Basic Education Department, Dingani Ngobeni, was booed off stage by learners who wanted to see Minister of Basic Education Angie Motshekga. Ngobeni says they communicated to Equal Education earlier that Motshekga would be at the Human Rights Day celebrations in Athlone.

"The Minister had other commitments. She was in Western Cape with the President. I was puzzled when I get to the stage and we had made arrangements in writing that Minister will not be there. I am puzzled at the hostile reception that is there," said Ngobeni.

Yesterday, South Africans celebrated Human Rights Day under the theme: "Working together to protect human dignity for all". On March 21, 1960, police killed 69 people at Sharpeville who were protesting against unjust pass laws.

Funny Stuff

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:19:00 +0200

Ster Kinekor

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:14:00 +0200

Focusing our CSI efforts on the area of sight and vision was a logical choice for Ster Kinekor since it is very difficult to enjoy movies at the cinema if you can’t see properly.

Our Mission is Vision

To assist, through our Corporate Social Investment (CSI) initiatives, youngsters in underprivileged communities by identifying and helping those with visual problems nationwide.
To contribute to the elimination of refractive error in underprivileged school children.
To increase awareness of low vision as a major public health issue in South Africa.
To fund the project through Ster-Kinekor and customer contributions.

On the 22nd of September, 200 learners with defective eyesight from Cape Town were treated to a fun-filled day of free goodies as well as the incredible gift of receiving reading spectacles which now give them crystal clear sight. Vision Mission made this possible by assisting disadvantaged learners in underprivileged communities through identifying and helping those with visual problems.

In partnership with the Departments of Health and Education and Jonga Trust, Vision Mission pre-screened hundreds of children for vision defects for this outreach. Ster-Kinekor later hosted these learners at Ster-Kinekor in Parow who could now enjoy cinema with their new spectacles.

Vision Mission’s partners include: loveLife, SpecSavers, Departments of Education, Health and Social Development, AFDA (film school).

Don’t just see movies; help others to see them too...

It’s so simple. Everyone can contribute to Ster-Kinekor Vision Mission:

Through the Self Service Terminals in our cinema foyers nationwide, or;
Through booking your movie ticket online at www.sterkinekor.com

Changing the way South Africa thinks

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:12:00 +0200

The new Mapungubwe Institute for Strategic Reflection (MISTRA) plans to change the way South Africans think, says its executive director, Joel Netshitenzhe.

"MISTRA characterises itself as progressive. We seek to advance South Africa’s paradigm of thinking and reservoir of knowledge within a wide range of disciplines. We will strive to contribute to the growth and flourishing of South Africa’s 'think industry' which we believe is a pre-condition of our nation’s survival and success in an ever-changing global terrain".

The Institute will be South African in focus but international in outlook.

"We have already begun the process of forging partnerships with universities and other research institutes throughout South Africa" said Netshitenzhe.

Deputy President Kgalema Motlanthe reinforced the importance of MISTRA's mission. "The creation of new knowledge systems is a key determinant of a country's ability to compete regionally and globally".

Mapungubwe Institute for Strategic Reflection has been founded by a group of South Africans with experience in research, academia, policy-making and governance who saw the need to create a platform of engagement around strategic issues facing South Africa.

SA - The Good News via The New Age

Western Cape 2010 Literacy and Numeracy Awards

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:09:00 +0200

Speech by Donald Grant, Western Cape Education Minister, at the presentation of the 2010 Western Cape Awards for Achievement in Literacy and Numeracy (Grades 3 and 6), De Kuilen Primary School, Kuils River, 16 March 2011.

It is with great pleasure that I am here tonight to celebrate the achievements of schools that have produced excellent results in our Grade 3 and 6 literacy and numeracy assessment tests in 2010.

Last year's testing was significant as it was the first time such testing had been conducted on such a massive scale.

Many thanks to all who worked tirelessly to ensure that these tests were made possible. This was an enormous logistical undertaking which was professionally administered by the WCED and outside service providers. So I thank you.

It is notable, that it was the first time in South Africa that Grade 9 learners were tested.

Another first for this province was the inclusion of independent schools in the testing.

And I would like to personally welcome representatives from El Shaddai Christian School, who are the first recipients of our independent school awards in these tests. We are delighted that you are able to join us here tonight.

These tests are of paramount importance to us.

As many of you are aware, ensuring that our learners are able to read, write and calculate at the appropriate level is a non-negotiable. If we are to improve learner outcomes in this province, we need to fulfill these basic requirements.

However, an important aspect of this is to know where our learners' strengths and weaknesses lie.

If we do not set benchmarks for our learners, and test them against these benchmarks on a regular basis, we will never be able to target individual learning needs and improve learner outcomes.

If the results of 2010 are anything to go by, it is evident that these targeted interventions and strategies are making a difference.

For example, the results in Grade 3 revealed increases in both literacy and numeracy with 54.9% of learners achieving 50% or more in literacy, an increase of 1.4% from 2008, and in numeracy, a remarkable 13.3% increase from 35% to 48.3%.

Overall, in Grade 3, 78% of our primary schools in the province improved their results in numeracy, with 52.9% of schools improving by more than 10%.

In literacy, 54.9% of schools improved their results, with 33.3% of schools increasing by more then 10%.

These are encouraging improvements.

But tonight is not about our overall provincial improvements. It is about recognizing and acknowledging individual schools for excellence and improved performance.

I am so very proud of all the schools that are present here tonight.

We have before us, some of our top performing schools in the province, as well as those that have consistently performed well over the last few years.

Special mention must be made to Sweet Valley Primary School in Bergvliet and Augsburg Landbougimnasium in Clanwilliam who have consistently managed to perform the best in their respective districts. This is the third year in a row that they will receive an award for overall excellence in outcomes.

I think that deserves a round of applause.

Also represented here tonight are the schools that have drastically improved in their performance.

These schools face a myriad of challenges each day but through hard work and determination have managed, in just a short time, to turnaround their results and make us all very proud.

I visited one of these schools yesterday - Impendulo Primary School in Makhaza.

This school achieved impressive improvements in their results, turning the 4% they achieved for numeracy in 2008, to 50% in 2010 - an improvement of 46%.

In literacy they improved by 41.7%, increasing their pass percentage from 16.6% in 2008 to 58.3% in 2010.

Yesterday, I asked their principal Mrs Pheliswa Busika, who is present tonight, what contributed to such an increase.

It was no surprise that very familiar themes emerged.

This included, amongst other things, an emphasis on "Time on task", in other words, spending more time in the classroom, utilizing every minute of every school day.

The promotion of reading, writing and calculating during school time and at home was also emphasised, as well as, encouraging parental involvement in their children's education.

Another contribution towards their improved performance, as stated by Mrs Busika, was the utilization of support from the WCED. The school welcomed the expertise on offer, and learned new techniques and skills on how to optimize the delivery of the curriculum and support struggling learners.

But none of these interventions and strategies would have worked if it weren't for one very important factor - teamwork.

This was evident at Impendulo Primary School. They created a strong and committed team that comprised of the principal, the educators, staff and parents, district staff and even the learner's themselves.

I am very sure, it is the same at all the schools present here tonight.

But every good team needs a good leader, and I would personally like to thank all our principals present before me that we appreciate and value your leadership in our schools.

Our educators and curriculum advisors in your schools have also done us very proud and we congratulate them for their learner's achievements. It was a tough year last year, but through commitment and dedication, you have all achieved success. Congratulations.

Finally, I would like to thank Encyclopaedia Britannica for making a generous contribution towards tonight's winners. Each of the schools awarded tonight will receive a certificate which will enable them to access the full Encyclopaedia Britannica on-line at their schools, which is a wonderful learning resource.

Thank you.

Click title link for full story....

Minister Grant and Head of Department, Penny Vinjevold, reveal strategy to improve underperforming schools

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:07:00 +0200

Statement by Minister Donald Grant, Minister of Education, Western Cape

The 2010 National Senior Certificate results indicate improved performance in the Western Cape, with all key indicators showing a positive trend.

More candidates wrote, passed and achieved higher results than ever, and we also saw a decline in the number of underperforming schools.

In 2010, the number of underperforming schools (high schools with a lower than 60% pass rate) decreased from 85 to 78, reversing a six year trend of increasing numbers of such schools.

These improved results were a product of targeted and sustained interventions at our schools, specifically those that had underperformed the previous year.

Successful interventions included target setting for schools, the provision of extra textbooks and resources, subject specific support and additional tuition in subjects with high enrolments and low pass rates.

Although these interventions proved invaluable in 2010, the challenge for 2011 is to create an approach that builds on, sustains and fine-tunes the strategies we already have in place so that they add even greater value for our educators and learners, as well as, help to achieve even better results at the end of this year.

At the forefront of this plan is a focus on our underperforming schools and an increase in the number of additional passes.

Our strategy includes the following:

Setting targets for improvement

Our point of departure is to set new targets for the year ahead.

We have repeatedly indicated that we are determined to ensure as many learners as possible have the opportunity to pass the NSC, and in so doing, substantially improve their life chances. This strategy lies at the heart of the Western Cape government’s vision of an open opportunity society for all.

Therefore, our targets in this province include both the number of additional passes at each school, as well as, the traditional percentage pass rate.

Provincially, we hope to achieve a stretch target of 36 000 passes in 2011, which is 861 more passes than were achieved last year.

This stretch target is more of a challenge then one might first assume. This year we are faced with a statistical anomaly in that the Class of 2011 is significantly smaller than in previous years. As a result of the standardisation of age of admission from January 2000, in terms of national policy, the Grade 1 intake in the year 2000 dropped by approximately 20 000 learners. This smaller cohort progressed annually through the system and is now in Grade 12.

As a result, this year’s cohort is significantly smaller than last year’s was. In 2010, 47 055 learners enrolled for the NSC, compared to 41 728 learners this year.

Despite this challenge, we are still determined to ensure that as many of our learners as possible pass the examinations.

Unlike other provinces who encourage learners that have failed the previous year to enter as part-time candidates, the WCED has done the opposite, by encouraging a range of learners that wrote last year to re-enter the system as full-time candidates, specifically those that failed by just 1-3%.

To obtain our 861 additional passes, we are also focusing on areas such as Khayelitsha, which has traditionally low pass rates.

In 2010 we targeted interventions in Khayelitsha and ultimately 276 more passes were achieved than in the previous year. We hope to build on this momentum and have set a target of an extra 300 passes this year in Khayelitsha and in other areas such as Mfuleni.

Learner and subject-specific support

The WCED has analysed all of our interventions from last year, with a view to improving and enhancing them for the Grade 12 learners of 2011.

Many of these programmes are also being expanded to include Grade 10 and 11 learners, with a view to prepare them for their final year.

Given our focus on the primacy of texts, last year the WCED delivered 15 000 additional textbooks in our top-up programme for Grade 12 learners in critical subject areas. This year, we are doing similar top-ups, starting with Life Sciences which is one of the subjects with high enrolment rates, but with an unsatisfactory pass rate.

The WCED has already delivered Life Sciences textbooks to every learner taking the subject in 2011. In total, Life Sciences textbooks were supplied to 350 secondary schools, with a total value of R4.3 million.

In order to ensure that all our learners have the relevant texts, in early February, we asked schools to submit textbook shortages for Grade 12. Textbook orders to the value of R6.5 million were placed, with over 4.2 million rands worth of books already delivered.

The WCED will also be delivering textbooks to schools where there are shortages in Grades 10 and 11 in April.
This year, we will be supplying the popular “Tips for Success” booklet to all Grade 12 learners to support them in their preparation for the NSC. These booklets have now been printed and will be distributed to schools in the coming weeks.

This booklet proved so useful to learners, that the Department of Basic Education has approached the WCED with the intention to design a similar booklet for the rest of the 8 provinces.
The WCED will continue to support underperforming schools by offering a tutor programme that is focused on the needs of learners at these schools.

This year, we have developed stricter criteria in terms of tutor selection (proven record of success at the schools at which they teach) to ensure that these learners are receiving the best possible tuition from recognised experts in their fields.
Given its popularity and success, the WCED, together with the University of Stellenbosch, has expanded the Telematics Programme. A further 28 schools will now receive lessons via satellite, bringing the total number of schools in the programme to 148.

We have identified and appointed presenters with excellent presentation skills and subject knowledge to teach the various subjects on offer, and curriculum planners have developed additional resource materials to complement the lessons being presented.

Schools that do not participate in this programme can obtain the telematics DVDs from the WCED at minimal cost.

For the first time, Grade 11s will also benefit from this programme.
The WCED has arranged for radio broadcasts at the end of the second term on a number of community radio stations in subjects with high enrolment rates.
Exemplar question papers and answers will be developed for Grades 10-12 and made available on CD to all our schools.

Educator and school support

The main focus of these interventions will be on our underperforming schools.

The WCED will be intensifying management support at underperforming schools.
An analysis of the 2010 results per subject, per school, has allowed us to develop subject specific support plans for each school and district.
Subject concepts where candidates scored low marks in 2010 have been identified and will form the basis of teacher development courses.
Exemplar assessment tasks have been provided to all schools on CD to assist schools in developing standardised and high quality tasks.

Improving the management of schools

Although we are pleased that the number of underperforming schools has decreased over the last year, we are still dissatisfied that the remaining 78 schools are failing to meet the needs of the learners in their care.

We are especially concerned with the schools that, despite significant resources and support being poured into the school, continue to underperform year on year.

Ultimately, it is the responsibility of the principals to manage their school and to ensure that their educators are giving their learners the quality of education they deserve.

Therefore, as indicated to principals last year, the WCED is taking strong action against these “serial underperforming schools” by holding their principals to account for their performance in the context of the law.

Thirteen of the schools that achieved below 60% have new principals or are in the process of receiving new principals. The remaining underperforming schools are being monitored on a weekly basis.

All underperforming schools will, in the coming weeks, receive letters in terms of the South African Schools Act and the Western Cape Provincial School Education Act, which will require them by law to formally set out the steps they will undertake to improve performance.

We will further strengthen accountability throughout the system later this year when we begin to phase in performance contracts for principals and deputy principals.

It must also be acknowledged that the Western Cape has arguably some of the finest principals in the country, and we remain deeply indebted to the overwhelming majority of principals who deliver consistently excellent results, sometimes in difficult circumstances. Therefore, while we continue to take action against those who underperform, despite assistance, we will also do everything possible to help and assist all principals throughout the province.

Conclusion

In all the interventions I have stated above our primary focus is on the learner.

Their best interests feed this plan and I encourage teachers, principals and parents to embrace it by helping us achieve the targets we have set.

We are confident that the increase we achieved last year is sustainable and is reflective of an overall improvement in the state of education in the Western Cape.

Therefore, we encourage all to build on this momentum by backing and supporting the Class of 2011.

For enquiries, contact Bronagh Casey: 072 724 1422 or brcasey@pgwc.gov.za.

Minister Grant expresses his condolences at death of deputy principal

admin@peachcom.co.za (The Chalkline Team) — Tue, 29 Mar 2011 10:06:00 +0200

Statement by Minister Donald Grant, Minister of Education, Western Cape

I would like to express my deepest sympathy and condolences to the family and friends Mr Linga Mafu, deputy principal of Ludwe Ngamlana Primary School.

Mr Mafu was shot dead outside his Mitchell's Plain home last night.

He is survived by his wife and two children.

This is a senseless and tragic loss of life and it is my sincere wish that the police bring the perpetrators to book as soon as possible.

The WCED will do everything possible to assist the school in this difficult time. To this end, the Department has already sent social workers to the school to counsel the staff.

As a mark of the school's resilience, teaching and learning continued today.

I have personally spoken to the principal to express my sympathies and to assure them that my thought and prayers are with the school in this time of grief.

For enquiries, contact Bronagh Casey: 072 724 1422 or brcasey@pgwc.gov.za.

Learners encouraged to lead by example

admin@peachcom.co.za (The Chalkline Team) — Mon, 28 Mar 2011 10:38:00 +0200

Basic Education Minister Angie Motshekga has reminded a group of learners that with every right comes corresponding responsibilities.

She addressed more than 1,000 learners from Mitchell’s Plain in Cape Town on Wednesday while briefing them on the Bill of Responsibilities that is to be unveiled in all schools nationwide.

The bill was presented to learners at Glendale High School on Wednesday morning.

A practical and accessible guide to the Constitution’s Bill of Rights, it will form part of the national curriculum encouraging learners to do the right thing and change the country for the better.

The bill upholds the democratic values of human dignity, equality and freedom.

Learners are encouraged to be responsible citizens beyond the walls of the classroom.

Glendale High School Principal Achmat Chotia has taken on the responsibility to lead by example and teach the values to his learners.

To read the bill click here <http://leadsa.co.za/bor/>

Minister Grant and Minister Fritz oversee SAPS search and seizure at school

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:11:00 +0200

Statement by Minister Donald Grant, Minister of Education, Western Cape

This morning Western Cape Education Minister Donald Grant and Community Safety Minister Albert Fritz visited Groenvlei Secondary in Landsdowne to oversee a search and seizure operation by SAPS.

This follows two separate incidents last week, where five minors were arrested for possession of illegal firearms at two schools. The arrests were made following calls from principals at two of our provinces schools that they had heard that there was a firearm on the school premises.

“Thankfully, in both instances, no one was hurt, the firearms were found and the perpetrators arrested,” said Grant.

“But the very fact that there were such weapons in our schools both concerns and angers me. These firearms pose a severe danger to our learners and it is simply unacceptable that these minors put the lives of their fellow young learners at risk. No weapon, of any sort, should make it into our schools. It will simply not be tolerated.”

Grant said that the WCED has some measures in place to reduce the risk of weapons entering our schools. These include the use of hand-held metal detectors at 109 of our schools as well as search and seizure operations by SAPS at schools that are high risk.

“We have found that these measures have been yielding some positive results at some of our schools. Metal detectors are a case example if properly managed by our schools.”

Grant said that the detectors have prevented many objects that could be used as weapons from entering our schools, such as screwdrivers, knives and scissors.

“If they had not been picked up by the detectors, these objects could have been used to cause bodily harm. Also through the search, our schools have been able to identify learners that are guilty of possession. This then allows us to address the behaviour of that learner, be it through disciplinary action or behavioral counseling and conflict management,” he said.

“Where searches are frequent, some schools have reported that the number of weapons found has waned. Acting as a deterrent, learners then do not take the chance of bringing any dangerous objects into their school.”

Grant said that the police search and seizures have yielded similar results, with various weapons being found during the raids, as well as acting as a future deterrent.

Because of the positive effects of these searches, the WCED will be increasing the amount of searches done on learners this year. This will include searches with metal detectors, by school management teams, or by the police.

If warranted, schools can request the delivery of metal detectors to their schools from our Safe School Directorate. Training on how to use the detectors will be made available.
Our Safe Schools Directorate will liaise with SAPS on a plan to increase searches in our schools, as well as encourage schools to forge closer ties with their relevant sector units for assistance on short notice.

Last week, both principals acted immediately, alerting the police and assisting them with their investigation. In both cases, the firearms and alleged perpetrators were found. This is a prime example on how we can work together.

Last year the Western Cape Provincial School Education Amendment Bill was passed into law for implementation in January 2011.

This Act provides more clearly defined powers to conduct search and seizure operations at schools. For instance, our legislation bases the right to search and seize on ‘reasonable suspicion’ and not on evidence alone. It therefore lies in the discretion of the principal and increases the opportunity for principals to exert their authority.

In both national and our provincial legislation it says that when there is a body search, a principal cannot ask a learner to remove anything other then their outer clothing. However, in the Western Cape, if a principal is suspicious that a learner is concealing a weapon or drugs under their outer clothing, there is now a provision that enables a principal to request a member of SAPS to conduct a more extensive search of that learner’s body, which can entail a removal of clothing.

The Department has great sympathy on how difficult it is for principals and their school management teams to manage searches in schools where learners are hostile and violent. We are therefore currently developing a set of guidelines for principals to use so that when searches are conducted, that they are in full compliance with the relevant law and that the rights of learners are respected.
Attitudinal programmes, particularly focusing on gangsterism, will also be stepped up in our schools. These will include programmes that focus on conflict management and substance abuse. We will also be increasing the progammes that enable educators to manage conflict in their schools.

The search at Groenvlei Sec was conducted in two classes, one Grade 9 class and one Grade 10 class. A narcotics and explosives search was done, as well as a physical search of the learners. No weapons, alcohol or drugs were found.

One cellphone was confiscated as it contained pornographic material. The phone was handed over to the School Governing Body.

For enquiries, contact Bronagh Casey: 072 724 1422 or brcasey@pgwc.gov.za.

Three Reasons Education Is Failing Children - Manuel by Mark Peach (featured in the latest edition of Chalkline)

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:06:00 +0200

In an address at the Presidential Guest House to celebrate the National Teaching Awards, Minister Trevor Manuel outlined three reasons the education system was failing South Africa’s children. “Firstly, in a developmental state, surely the role of teaching unions cannot just be about salary increases. Surely it is the role of teaching unions to promote quality education, to promote time on task, to support weaker schools, to provide professional advice and counsel to poorly performing teachers and to act against those who sully the good name of this profession. On the contrary, in several areas, teacher unions are part of the problem, jostling for power over promotions and acting to undermine centres of excellence, he said. Turning to the functioning of provinces and school districts Manuel charged that some education departments “are run in ways that frustrate the best efforts of schools instead of complementing them.” He pointed out that in several provinces school books have still not been delivered and in at least one province and in several school districts, the school feeding scheme has collapsed due to some sort of mismanagement. “In many school districts, promotions have become contested, undermining the spirit of rewarding quality teaching,” said Manuel. Also, in many cases, he said, school districts are bureaucratic post offices raising the regulatory burden on principals and teachers without adding any value to the quality of teaching and learning. The third failure that Manuel highlighted was a lack of support for schools from communities and parents. “While we have the legislative framework for community involvement in education, this is often paid lip service to in practice. The problem lies in several quarters, with schools, with the department and with parents themselves,” he said. What do you think? Governing bodies carry a great deal of responsibility under the legislation that Manuel references. How is your governing body making a difference; what is working and what is not working as well as it could with reference to the role they fill. Let us know about the successes of your governing body and how they are doing things differently. Mail us at studio@peachcom.co.za

Masibambane’s Recipe For Success by Mr R. R. Naidoo of Masibambane Secondary School (featured in latest edition of Chalkline)

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:05:00 +0200

Since the results of the Grade 12 NSC exams were announced early in January. Masibambane Secondary School has received praise from all quarters. The publicity in the print media, on the internet and over the radio has been overwhelming.
The corporate sector has come forward offering support and we are thrilled but what is the most touching is that individual, working class people have come forward offering help.
We know that we work hard but we never imagined that our hard work would be acknowledged in this way. On behalf of every single member of the staff, every single learner and every single parent or guardian, we thank you all.
We are often asked what the secret to our success is. Answering this question makes us uncomfortable as we do not wish to appear judgmental of other schools as each and every school is unique with its own dynamics.
However sharing best practices is always helpful and can only be for the betterment of our children, especially when we are serving impoverished communities
Research has shown that learners in impoverished communities start schooling with major disadvantages and when they complete their schooling they leave with the same disadvantages.
To change the status quo and break the cycle of underachievement and poverty, we as management serving impoverished communities must strive first of all to ensure basic functionality which implies efficient management of personnel, finances, and resources. It is only when staff are deployed strategically that learners are properly managed and an ethos of order and discipline prevails.
Sound financial practices and careful use of resources ensures that maximum value is derived from the limited finances and that existing resources are well maintained while additional resources are acquired. The effective management of these funds and resources enables educators to implement systems that promote order and discipline and a programme that promotes holistic development of learners.
Order and discipline are the foundations on which skills, knowledge, a positive attitude and good values are built. Alan Clarke (2006) posits order, discipline and predictability as cornerstones to the establishment of a highly functional school.
Secondly the policies, systems and procedures do not on their own make for a successful school, more important is the implementation of these policies, systems and procedures and the monitoring thereof.
Of greatest significance are the systems for accountability in respect of curriculum delivery.
Curriculum being the core function of the school, the systems for accountability ought to include instruments for the educator and HOD, and between HOD and senior management to monitor quality. These instruments for accountability ought to ensure accountability between instruments needed to be used on a regular basis to ensure quality teaching and learning. It is expected that if planning and preparation is of a high standard the quality of interaction between educator and learner in the classroom will be one of quality.
Finally, as educators serving impoverished communities we must acknowledge that for various well known reasons parental involvement in their children’s education is minimal, the conditions within the community and the homes are not conducive to studying and learners lack motivation.
Therefore it is incumbent upon us to put in place intervention strategies which should include regular motivational sessions and most importantly opportunities for learners to spend more time on their studies. This could take the form of early morning and afternoon classes, Saturday or holiday classes and evening self study or group work sessions.
In the group work sessions learners motivate each other and as the pressure builds they are able to stay focused.
There is much that could be said about a successful school, however within the limited scope of this column we hope that we have covered the most salient issues and while there may be nothing new that came up at least this article may have helped you reflect on your practices.
In parting …
… “Your educators are your greatest wealth, invest heavily in them.”
“Inspire them with your own commitment and dedication.”

At Risk – Women And Children! by Shireen Sedres (featured in latest edition of Chalkline)

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:04:00 +0200

Despite excellent maternal and child health policies in South Africa, implementation is weak and South Africa is only one of a few countries in the world where mortality in the under-5 year age group is increasing, says USAID on its website.
The challenges we face in South Africa are enormous: Most young South Africans living with HIV and Aids are female and young South Africans are beset with a high rate of adolescent pregnancy, as well as high prevalence of HIV and sexually transmitted infection (STI).
“Women’s Health is one of the priorities of the Western Cape department of Health and maternal health is part thereof,” says Faiza Steyn, Director: Communications at the Western Cape department of Health.
“The service and skills level at our Western Cape Midwife Obstetrics units and clinics compare fair to national and international standards and as much as possible practical advice is shared with all patients.”
The department believes that the various health care needs of pregnant woman should be addressed to ensure a healthy outcome for both mother and baby. “Among others we focus on diagnosing the pregnancy and providing good antenatal care, i.e. good medical and general history taking; risk screening and referral to appropriate level of care; performing relevant screening tests; assessing maternal and foetal condition at each visit and follow up visits as “per level of care where the patient will be managed.”
“We also address further contraceptive needs, discuss maternal and infant feeding, provide general health education about pregnancy and provide care during the labour process and postnatal period.”
Steyn explains that the department routinely performs an enquiry into all maternal and perinatal deaths as part of the national confidential enquiry into maternal deaths irrespective of the cause of the death. “This is part of a national process with the aim of reducing maternal and perinatal deaths.”
“At a facility level morbidity and mortality review meetings are held where maternal and perinatal deaths are audited, discussed and corrective actions taken. This is all part of a national confidential process and no details relating to cases can be shared, unfortunately.”
Steyn adds that although it is not mandatory for nursing staff at the units and clinics to complete continuous learning and training, all are encouraged to do so and in-service training is continually arranged on topics related to midwifery.
There is a special focus on HIV/Aids at these units and clinics and it is addressed in the initial screening process of patients. “Counselling and testing is done and patients are managed accordingly and appropriate health/lifestyle education is given,” says Steyn.
Another serious health reality in the Western Cape is the prevalence of Foetal Alcohol Syndrome (FAS). “As part of the history taking and initial screening done on pregnant women, information is taken around alcohol use and then appropriately counselled.
“Various clinics in the high-risk areas have health education programmes around FAS and some districts have forged partnerships with relevant NGOs and researchers to implement intervention programmes focusing on prevention of FAS.”
Steyn says the Western Cape department of health continuously focuses energies and resources on new initiatives to set the province apart from the rest of the country.
“In this vein we are proud of the Prevention of Mother-to-Child Transmission (PMTCT) programme and the policy on comprehensive management of survivors of rape and sexual assault,” she concludes.

Minister Grant: Increasing security needs in our province's schools

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:02:00 +0200

Statement by Minister Donald Grant, Minister of Education, Western Cape

Ensuring that our learners and educators are able to teach and learn in a safe and secure environment is a priority for this government.

But given the amount of crime and violence we have in this country everyday, we do face some major challenges in this regard.

These challenges include vandalism and theft at our schools, the rise in gangsterism in certain areas, the influx of drugs and violence into our communities.

Ultimately, we want to strengthen security measures at all our schools, therefore, as part of a long-term plan to secure all our schools in the province, the WCED are systematically strengthening security measures at 50 schools each financial year.

In 2006, 109 schools were identified by SAPS and the WCED’s Safe School directorate as being ‘at risk’ during that period. These schools have since received security packages and support from the WCED.

At the end of 2009 it was decided that these schools would form the base of our plan to secure all the schools in the province. An additional 50 schools were selected for the 2010/2011 financial year and received core security packages based on the probability of risks and the hazards identified at that specific school.

I must emphasize that not all of these schools are considered ‘high risk’. The risks and hazards at each of these schools vary with some schools classified as low- to- medium risk schools.

For example, not all the schools had problems with learner violence or gangsterism, some schools had incidents with burglary and vandalism, while others had not yet experienced any major crimes and were chosen as a precautionary measure because of their proximity to hotspot crime areas.

Schools are identified based on a number of factors, including the number of incidents reported to the safe schools call centre and the SAPS, priorities as listed by the district, and crime patterns in and around the area.

The WCED are currently in the process of finalizing the priority schools for the 2011/12 year.

50 schools will be identified in the following districts:

Metropole East Education District 5
Metropole Central Education District 9
Metropole North Education District 7
Metropole South Education District 9
Overberg Education District 4
Cape Winelands Education District 8
Eden/ Central Karoo Education District 4
West Coast Education District 4

Once these schools have been identified, the WCED will be making available enhanced security infrastructure at 209 of our schools.

Each of the 50 schools chosen will complete a safety audit and a priority list with their security needs.

The WCED will then make available various security infrastructure such as the installation of alarm systems, the upgrading of existing alarm systems linked to armed response, burglar proofing such as safety gates and razor wire, and hand-held metal detectors for schools.

Of course, we will continue with our zero-tolerance approach to crime, violence and vandalism in all of our schools, and will support, wherever possible, schools that are not on our current list.

We will continue to work with SAPS and encourage communities to take ownership of their schools. The strongest deterrent is community ownership and we will continue to build relationships with all three sectors so that are schools become the safe havens that they are meant to be.

For enquiries, contact Bronagh Casey: 072 724 1422 or brcasey@pgwc.gov.za.

Chalkline March Edition - OUT NOW!

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 12:00:00 +0200

The latest edition of Chalkline is out now! Packed with news you can use, loads of extras and our regulars. Get your hand on a copy at your local school or library.

Minister Grant condemns unlawful action

admin@peachcom.co.za (The Chalkline Team) — Tue, 22 Mar 2011 11:57:00 +0200

9 March, 2011

Minister Grant condemns unlawful action

Statement by Minister Donald Grant, Minister of Education, Western Cape

Minister Grant has today condemned in the strongest possible terms the unlawful action of approximately 100 learners and educators from the illegally constituted Simon Estes Music School.

Science degree 'too scary'

admin@peachcom.co.za (The Chalkline Team) — Fri, 10 Dec 2010 10:57:00 +0200

Science degree 'too scary'

Pupils held back by lack of guidance

Dec 9, 2010 11:56 PM | By ANDILE NDLOVU

As hundreds of thousands of matriculants await their exam results, many will already have made the wrong choice about what to study next year.

Economists and education experts have pointed to the failure of the career counselling system as one of the reasons many post-graduates are unemployed despite their academic achievements.

According to the Higher Education Management Information System database, 837779 students enrolled at public higher education institutions last year.

The biggest proportion, 43.5%, enrolled for humanities courses such as education and social services.

The science, engineering and technology courses, which have been pin-pointed as key sectors, received 28.3% of enrollments, and 28.2% of applications were for business courses.

David Gear, director of the StStithian's Foundation's Thandulwazi Maths and Science Academy Saturday School, said: "The economy lacks skills in almost every field. A better-educated - especially more literate and numerate - population would go a long way towards improving the situation.

"Our school population lags far behind First World norms of literacy and numeracy. A fully computer literate police force would be much more efficient and effective."

Andre Venter, divisional manager of the strategic development department of the United Association of SA union said: "There seems to be a [disparity] between what pupils are taught in school and the real world".

He said students should be prepared for when they leave school, either to study or to work.

University of the Free State rector Jonathan Jansen said the current curriculum lacked "depth, relevance and ambition".

Of the 263559 enrolments at Unisa, only 28536 were for science, engineering or technology-related degrees, whereas 83568 people enrolled for humanities and social sciences courses.

Education and business and management courses received 108288 enrolments.

Of the 13292 University of Zululand enrollments, only 1689 were for science courses.

Unisa's Doreen Gough said the university had received more than 90000 applications for 2011, most of them for economics, management and social sciences courses.

Ashley Stander, of Rhodes University, said that of 6207 applications most were for business-related courses.

The University of Limpopo received 8747 applications. The bachelor of medicine and bachelor of surgery courses had the biggest numbers of enrollments.

The University of Venda said humanities, education, health sciences, management sciences and environmental sciences ranked highest among the 6830 applicants.

The University of Cape Town's Mologadi Makwela said 22885 undergraduate applications had been received but gave no breakdown of the courses.

Western Cape features in world education study

admin@peachcom.co.za (The Chalkline Team) — Fri, 10 Dec 2010 10:53:00 +0200

McKinsey & Company, the international management consulting firm, has included the Western Cape in a study of improving education systems in 20 countries

“We are pleased to note that McKinsey & Company sees the Western Cape Education Department as an example of good practice,” said Donald Grant, Western Cape Education Minister.

“We have a long way to go, but the study suggests that we are on the right road. We’ll study the report carefully to see how we can fine-tune our strategy, so that we can move from good to excellent in the not-too-distant future.”

McKinsey released its findings today (Monday, 29 November 2010). The report is entitled “How the World’s Best Performing School Systems Keep Getting Better”.

The study sought to answer questions such as: “how does a school system with poor performance become good?”, and “how does one with good performance become excellent?”

McKinsey included the Western Cape in the latest study because of the improvement in the province’s literacy results in Grade 3 and 6 over the past eight years.

The Western Cape Education Department (WCED) is implementing a comprehensive strategy to improve literacy and numeracy performance, which includes annual diagnostic testing of learners in Grades 3, 6 and 9.

McKinsey organised an international, online “webinar” today (29 November 2010) to discuss the results. Participants included education specialists in Canada, Hong Kong and the Western Cape, moderated by McKinsey partners.

Brian Schreuder, Deputy Director-General, Curriculum Management at the WCED, represented the Western Cape.

McKinsey researchers interviewed 200 system stakeholders and analysed 600 interventions in 20 countries.

McKinsey says that the report identifies reform elements that are replicable for school systems elsewhere as they move from poor to fair, good to great and to excellent performance.

The report identified eight key findings, namely:

A system can make significant gains from wherever it starts.

The report notes that “even systems starting from low levels of performance, such as Madhya Pradesh in India, Minas Gerais in Brazil, and the Western Cape in South Africa, have significantly improved their literacy and numeracy levels within just two or four years, while making strides in narrowing the achievement gap between students from different socio-economic backgrounds”.

2.	There is too little focus on “process” in the debate today. The report identified three important intervention types, namely, education structures, resources and process. Most successful interventions highlight “process”, or how instruction is delivered, rather than content.

Each particular stage of the school system improvement journey is associated with a unique set of interventions.

The report found a striking similarity between interventions in different countries that managed to achieve improvement, for example, from poor to fair and upwards, irrespective of culture, geography, politics or history.

4.	A systems context might not determine what needs to be done, but it does determine how it is done. While interventions were similar, the report found considerable variation in how interventions were implemented.

Six interventions occur frequently at every performance stage for all systems.

Common interventions included: teacher and principal training; student assessment; improving data systems; policy and legislative improvement; revising standards and curriculum; and ensuring appropriate rewards and remuneration.

6.	Systems further along the journey sustain improvement by balancing school autonomy with consistent teaching practice.

7.	Leaders take advantage of changed circumstances to ignite reforms. Three circumstances typically triggered reform. These included a socio-economic crisis; a high-profile, a critical report; and notably, a change of leadership.

8.	Leadership continuity is essential. The study found that leadership is essential for both sparking and sustaining reform. Some regions had managed to maintain continuity despite changes in political leadership. These included Armenia, the Western Cape and Lithuania.

Key elements of the WCED’s literacy and numeracy strategy include diagnostic testing and analysis, target setting, teacher training and support, coordination, critical engagement and ensuring sustainability.

The full report is available here (pdf size: 3 891 KB)
The executive summary is available here (pdf size: 219 KB).
To view the video presentation, click here

For comment by McKinsey & Company, contact
Marlynie Moodley at 011-506-8186

For comment from the Western Cape Education Department, contact
Brian Schreuder at 082 373 5989

WCED prepared and ready for 2011

admin@peachcom.co.za (The Chalkline Team) — Fri, 10 Dec 2010 10:52:00 +0200

Statement by Donald Grant, Western Cape Education Minister

Tomorrow marks the end of the 2010 academic school year.

It has been a challenging year for education. An enormous amount of effort has been put into ensuring that our learners receive a quality education in the midst of various disruptions this year.

The extended June/July holiday and the public servants strike are two such examples.

However, I am proud of how our Department, districts and schools have rallied together to offset the effects of these disruptions. I am also pleased with the significant progress we have made this year in reaching our overarching objective of improving education in this province.

Examples include the passing of the Western Cape Provincial School Education Amendment Bill, the expansion of literacy and numeracy testing, the rollout of extra textbooks, targeted interventions in underperforming schools and the successful implementation of our infrastructure programme.

We do realize though, that we still have some way to go in ensuring that every child receives a quality education.

In 2011, we will continue to build on the foundations we have laid this year, specifically targeting the early phases of learning and the literacy and numeracy skills of our learners

Some of our plans include increasing textbook provision in grades 2 and 3, the provision of maths textbooks for every child in Grades 2 to 7, and the distribution of reading schemes for home languages and first additional languages for primary schools.

In September, we issued a School Planning Calendar for the 2011 school year in order to prepare teachers, principals and parents well in advance about education activities planned for 2011.

The calendar included a schedule of dates for training programmes, meetings, tests and examinations, as well as, other important administrative deadlines.

This has allowed schools enough time to pro-actively plan ahead and prepare for the upcoming year.

Another major focus for 2011 is the protection of instruction time.

Therefore, officials have been working around the clock to ensure that teaching and learning will start on the first day of new school year, helping schools to finalise timetables and to resolve staffing, administrative and security issues, where necessary.

The Department does expect some late enrolments by learners, especially those that have migrated from other provinces, and have therefore identified areas where there might be high levels of demand. These include, Kuilsrivier, Mfuleni, Hout Bay, Delft, Du Noon, Wallacedene, Plettenberg Bay, Mosselbay and George.

We are expecting 83 000 learners to qualify for enrolment in Grade 1 next year.

In terms of the holiday period, the Western Cape Education Department's Safe Schools Division has arranged a number of holiday programmes at specific schools.

Most of these programmes will run in the week of 13-17 December and will occupy learners with sport activities, arts and crafts and discussions about drug awareness and safety.

In terms of school safety, Safe Schools will put in place 24 hour security patrols at 130 identified schools and 240 schools will receive cluster patrols during the holiday period.

I am also calling on the community to be vigilant and to report any suspicious behavior at our schools during this period.

Finally, I would like to wish all our educators, learners and staff a happy and safe holiday. Thank you for your support and dedication.

We can all be proud of our efforts this year and look forward to what we can achieve in 2011.

The 2010 literacy and numeracy results will allow us to determine new targets for primary schools, as well as, where to focus our strategies, and it is with great anticipation that we will wait for the release of the 2010 NSC results. These results will determine whether the strategies we have put in place this year have been successful and will provide us with new targets for 2011.

Teachers hard at work marking matric papers

admin@peachcom.co.za (The Chalkline Team) — Fri, 10 Dec 2010 10:50:00 +0200

About 3700 markers are hard at work marking about 800 000 scripts submitted by Western Cape candidates for the 2010 National Senior Certificate examinations.

Brian Schreuder, Deputy Director-General: Curriculum Management at the Western Cape Education Department (WCED) said that marking began yesterday (Wednesday, 8 December 2010) and would end on Wednesday, 15 December 2010.

The markers are marking papers for a total of 64 papers under strict security. The WCED has employed 450 students to check the marks before they are captured. The department has deployed 71 officials to administer the marking process.

Here's to a great Festive Season and a Prosperous New Year!

admin@peachcom.co.za (The Chalkline Team) — Fri, 10 Dec 2010 10:42:00 +0200

admin@peachcom.co.za (The Chalkline Team) — Thu, 2 Dec 2010 14:14:00 +0200

Hot off the press - Chalkline's November Issue

admin@peachcom.co.za (The Chalkline Team) — Wed, 24 Nov 2010 08:55:00 +0200

The November Issue of Chalkline is now available and will be arriving at your school shortly.

Featured articles include; "School Violence, Alcohol Abuse Has ANCYL Worried" and "Permaculture Education - Gearing Our Children For The Future" which looks at the SEED programme.

We also have an inspiring story about an Eerste River father, who has gone the extra mile to assist educators by offering extra mathematics classes, in a brand new section called Community & The School. If you know of or have an inspiring story related to teaching, send it through to us: admin@peachcom.co.za.

Many thanks to our readers who responded so wonderfully to our Recipes section. This month we feature Honey Baked Chicken Drumsticks, which was sent in by Maajida Kasu.
We also look closely at The Robben Island Museum in our What Is It? section.
In our Health section, we look at what Dr. Margaret Chan from the World Health Organisation has to say about the close relationship between health provision and the fight against poverty.

Along with our regular features, Healthy Living, Education in the Media, Environment and the Classroom and My Favourite Teacher, this issue is packed with issues that relate to you, the teacher.

We want to wish all our readers and advertisers a wonderful holiday and festive season.

Happy teaching,
The Chalkline Team