Primary School
Programme Director
Family Members of the late Krishna Khetia
Representatives from Monash University
Officials of the Department of Education
School Principal and Staff
Educators, Learners, Parents
Distinguished Guests
Ladies and Gentlemen
About the Donation
It is a great pleasure to be here today, to celebrate with you this generous donation of a Library to Zandspruit Primary School. More specifically, celebrates the life of the late Krishna Khetia, whose academic prowess represents the Africa’s strife for educational
excellence.
From what I have learnt about her, is that she lived an exemplary life in pursuit of educational excellence and service to others and who lived a life as a true African. To the family and the university my heartfelt condolences and truly believe that this donation of the library in her memory would stand testament to her life.
Today’s ceremony also joins the Department and Monash University in a gesture of strategic partnership that supports our Literacy strategy.
Gauteng Department of Education (GDE) interventions
As the Gauteng Department of Education, we are working hard at turning around the quality of education across all the grades in primary schools. We are implementing the Gauteng Primary Language and Mathematics Strategy. We have identified 831 primary schools where the level of learner achievement was below the expected standards.
The interventions are built on some key pillars:
- Improving Teaching – We must make the teacher the focus of sustainable education change.
- Improving Learner Achievement – We must focus on Learners and by implementing a sustainable strategy for improving Learner Achievement
- Improving Resources – We must focus on the role of resources in improving the quality of learning. This includes the improvement of infrastructure, appropriate fixtures and fittings, equipment and quality learning support materials.
- Improving Curriculum and school Management – we must build the capacity of the system schools, districts and head office to ensure the learning if effectively managed to ensure quality learning takes place optimally. This will include the improvement of management of the educational environment and resources through a sustainable improvement strategy.
In 2011, we began working in the foundation phase and focused on working with all teachers in the foundation phase in improving the quality of teaching and learning in Literacy. The programme provided teachers with lesson plans, teaching materials, learner support materials, library trolleys with readers and for the first time we provided professional coaching support to teachers on site and in the classroom.
These interventions have increasingly shown great improvement in teaching and the quality of learning in learners. But these interventions will have to be sustained over a three to four years to realise its full benefits.
In 2012, we have successfully expanded the programme to incorporate numeracy in the foundation phase and have extended the programme to target teachers and learners in the remaining grades in primary schools. The programme now also focuses on English and Mathematics across Grades 4 – 7. The approach is similar with emphasis being placed on supporting teachers to improve their classroom practice. The corps of coaches has been expanded to support all teachers in both the language and mathematics subject areas.
The key pillar has been the resourcing of the teachers, learners and the classroom. The strategy is built on the premise that well-designed materials improves the success rate in classrooms. We are also working hard to improve the availability of additional support materials through the provision of library materials.
In 2011, library trolleys containing reading resources in English and African languages were provided to the foundation phase of 792 underperforming primary schools. Each school received 6 trolleys, which had to be used in the Foundation Phase classes. Over 1428 Foundation Phase teachers were trained to manage and use the resources. The books in the trolleys are in all the languages of the school. Learners are encouraged to select and read the books freely.
Teachers have been encouraged to allow learners to take books home and read with parents. This develops their reading skills and promotes a love of reading. The district library facilitators monitor the use of the resources.
Importance of libraries
As we search for ways to improve the academic achievement of our nation’s children, we must understand the fundamental contribution school libraries or access to library make to learner learning outcomes.
A substantial body of research since 1990 shows a positive relationship between school libraries and learner achievement. The research studies show that school libraries can have a positive impact on learner achievement— whether such achievement is measured in terms of reading scores, literacy, or learning more generally. A school library that is adequately staffed, resourced, and funded can lead to higher learner achievement regardless of the socio- economic or educational levels of the community. Studies have also shown that reading enjoyment is a significant factor in improving learner performance not only in literacy,
but in science and mathematics as well.
One of the cornerstones of Gauteng Primary Language and Mathematics Strategy is teaching children how to read. School libraries play a critical role by providing children with books and resources so that they can improve their reading skills and achieve at high levels.
We must understand the fundamental contributions school libraries make to learning outcomes. School library collections inform, educate, entertain, and enrich learners at all levels. When learners are able to explore information that is meaningful to them, they not only learn faster but their literacy skills grow rapidly; they learn how to learn.”
From our perspective a critical part of the comprehensive and renewed strategy to ensure that learners learn to read and are effective users of information and ideas is the requirement that every school have a school library or begins the process of establishing one.
A school library and a classroom collection of reading material both support the school reading program. One cannot substitute for the other.
One-the school library is a collection of resources that are organised according to a standard system with materials catalogued and classified for universal accessibility. It is in libraries that children will learn to read, and others will improve their reading skills. Based on past experience, we have reason to expect that it will help more than a few children to reach the standard required for entrance into secondary education and a path to stable and productive careers. We want all principals to work hard in ensuring that schools become a resource-rich environment to supports optimal learning including the establishment of a library.
The other-the classroom collection of reading materials-is organised and graded to service the individual classroom. Classroom teachers need a graded selection of materials to teach learners how to read.
Research tells us that graded classroom collections are most effective when augmented by rotating collections and individual learner selections suggested by the school library media specialist.
Concluding remarks
It is in this context, that the department is very grateful to the Kethia Family and Monash University for this donation that is going to benefit the learners of Zandspruit Primary School.
I wish Zandspruit Primary School, as well as, the community, every success with this donation of the Monash Krishna Khetia library.
The success of your individual schools in effectively using this donation would serve as an inspiration to other schools and young people. Our province and our country needs people with mathematics and science skills, and this school definitely has the potential of producing what we need, and more so with this generous donation such as this library.
Learners, you need to dedicate yourselves to your studies to ensure the best for your future. Make good use of the opportunities that the government and Monash University are offering you.
Once again thank you to the Family and University. We need you to help us realise the vision outlined in our goals. Our success is yours, and your success is ours. I wish you all everything of the best.
Thank you.
