target setting for quality education
30 March 2007
Today marks a fundamental intervention to advance human capital development
in the Western Cape as school principals, School Governing Bodies (SGBs) and
Representative Councils of Learners (RCLs) will have signed target-setting
documents against standard templates for the first time ever.
After a process of analysis and consultation, schools have set themselves
targets for grade 12 matriculation endorsement, matriculation passes and
targets in regard to numbers of learners successfully completing Mathematics
and Science on both higher and standard grade. The same targets are also being
signed off for grade 10 and 11 in 2007.
Later in the year we will ask schools to set targets to reduce the numbers
of so-called dropouts, for grades 9, 10, 11, and 12 for 2007 and beyond. Too
many learners are leaving the system. If these learners drop out because
schools over-emphasise the target of an exemplary pass rate at the grade 12
level, then this is intolerable. Targets must not contradict one another.
Although we can never expect a 100% retention rate from grade 1 to 12 and
more learners who pass grade 9 should register at our Further Education and
Training (FET) colleges, too many of our learners with the potential to reach
grade 12 are not making it. Literacy and numeracy targets will be set for all
primary schools later this year. The plan is not one for teachers alone but
includes both parents and learners as well. Each set of targets will have to be
accompanied by an action plan. These plans will indicate what steps will be
taken to achieve the targets. These might include winter schools, extra tuition
after normal school hours or whatever remedial action is indicated.
The plans need to show how progress will be monitored and in the end,
objectively measured. I am aware of the challenges facing teachers but these
should not be exaggerated and generalised. The learner teacher ratio is 38:1 in
primary and 35:1 in high schools. The new post-provisioning model will result
in a better deal at historically disadvantaged schools.
I do not have time for those teachers who arrive late or drunk and are
simply lazy about preparing their lessons, we will deal with them firmly. But I
do however want to salute the vast majority of teachers who prepare their
lessons and inspire our children every day. We simply have to produce more
learners who can access higher education including further education and
training institutions, equipped with mathematics, science and language
skills.
So today we make a very practical start. I believe firmly that if schools
make bold and public declarations of intent around academic performance and
have the support of their community, then our learners in need will be made
strong. We need them to get the best possible education. We need to have
children with powerful value-systems so that we can experience a real
turnaround in society.
Careful target-setting requires a detailed contextual analysis of the
results of the school over the past few years. As they look at their track
record, schools have to try to understand their own variable performances and
identify reasons for this accurately. We are also in the process of amending
the performance agreements of all Western Cape Education Department (WCED)
managers to ensure that they provide evidence of adequate support offered to
our schools.
It is time for delivery and accountability of each teacher, principal,
parent, learner and WCED official. To fight poverty and create work we must
produce learners with the skills, values, knowledge and attitudes that this
country needs. We have no other choice. Let us join this people's contract for
quality education and make every school, Early Childhood Development (ECD)
centre, Adult Basic Education and Training (ABET) centre and FET college work
every day.
For enquiries, contact:
Gert Witbooi
Media Liaison Officer
Cell: 082 550 3938
E-mail: gwitbooi@pgwc.gov.za
Issued by: Department of Education, Western Cape Provincial Government
30 March 2007
