Chairperson of the session,
Deputy Minister of Basic Education, Dr Reginah Mhaule,
Honourable Members of the Portfolio and Select Committees,
MEC for Education present,
Reputable Speakers and guests from the African Continent and abroad
The Director-General and HoDs from the Provincial Education Departments,
Our critical partners – teacher unions, national SGB associations, South African Principals Association, national associations responsible for learners with special education needs,
Officials from the national and provincial basic education departments,
Leadership of Umalusi, SACE and the NECT,
Esteemed guests, Ladies and Gentlemen
The virtual 2021 Basic Education Sector Lekgotla – the first of its kind, we hosted from 25 to 27 February 2021, under the theme “Equipping learners with knowledge and skills for a changing world”; is now coming to an end. It is therefore, my singular honour and privilege to give the closing remarks at such a landmark Lekgotla. Yes, this was indeed a landmark Lekgotla in that it was not only virtual; but because of its magnitude in the number of attendees, and diversity of Speakers.
The quality of presentations was extremely high and substantive; and we were treated to a wide range of critical analyses of local, regional, continental and global trends; innovative roadmaps were tabled; and we were warned about potential blind spots. It must therefore be in the interest of the Sector to take heed of the very useful advice offered in helping the Department to plan, monitor, and re-think our strategies and interventions in order to equip our learners with the knowledge and skills of a changing world.
At the outset, we wish to thank our partners – the National Education Collaboration Trust (NECT) and Microsoft South Africa for making it possible to host this Lekgotla virtually. We also wish to thank the distinguished delegates, who attended and actively participated in such an august event. His Excellence, the President of the Republic of South Africa, Mr Cyril Ramaphosa, was here – as he has been doing over the past years. The Honourable Members of both Parliamentary Oversight Committees – the Portfolio and the Select Committees, honoured us with their presence.
The Honourable Members of Executive Committees (MECs) responsible for Basic Education in our nine provinces, accompanied by their respective Superintendents-General were in attendance. Our critical social partners, including teacher unions, national SGB associations, the South African Principals Association (SAPA), associations responsible for learners with special education needs, the National Education Collaboration Trust; as well as our statutory bodies – Umalusi and SACE graced us with their presence.
An eminent line-up of local, African and international speakers, scholars and researchers graced the three-day Basic Education Sector Lekgotla. Our distinguished line-up hailed from –
the African Continent hailed from Kenya – represented by Mr E Abidi, Director-General, Ministry of Education; Namibia – represented by Ms SL Steenkamp, the Executive Director in the Ministry of Education, Arts and Culture; Rwanda – represented by Dr C Niyizamwiyitira, and Zimbabwe – represented by Ms T Thabela, Permanent Secretary, Ministry of Primary and Secondary Education.
Canada – represented by Mr L Clandfield, a teacher trainer & education consultant; and Dr D Ansari, Professor & Canada Research Chair in Developmental Cognitive Neuroscience; China – represented by Mr Li Xuding, the Embassy Education Counsellor; Finland – represented by Mr O P Heinonen, the Director-General of the Finish National Agency of Education, France –represented by Mrs N Nikitenko, Director of Delegation for European & International Relationships, Ministry of Education; Italy, United Kingdom, United States of America
scholars, researchers, leaders from international bodies, such as ADEA – represented by its Executive Secretary, Mr A Nsenguyumva; UNESCO / IBE – represented by Mr R Opertti, Senior Education Expert; UNICEF – represented by Dr R Jenkins, UNICEF Global Chief of Education, UNICEF Head Quarters in New York; Dr D Karamperidou, Education Specialist, UNICEF Office of Research in Italy; and Dr A Jung Rana, UNICEF Regional Education Adviser; OECD – represented by Prof A Schleicher, its Director for Education and Skills; and the World Heritage Group – represented by its Executive Director, Dr M Marope.
Our notable local speakers, scholars, researchers, included Dr Rufus Poliah, Dr Mafu Rakometsi, Professor S Velaphi, Ms N Mngomezulu, Mr Sizwe Nxasana, Mr Mungeka Maluleka, Advocate Paul Colditz, Dr Mark Chetty, Ms Cheryl Weston, Mr Basil Manuel, Dr Martin Gustafsson, Mr Chris Klopper, and Professor C Sehoole. We applaud all of you for the gracing our Lekgotla and the illuminating knowledge you shared with us. We also wish to acknowledge and thank the Chairpersons, Facilitators and Moderators who ensured that smooth-running of the sessions of the Lekgotla.
Ladies and gentlemen, I will not bother you by reflecting in detail on the invaluable inputs that were made at this Lekgotla over the three days. But there are highlights, some of which are critical and unavoidable not to note.
Let me start by observing that all the esteemed speakers, opined that the days of doing business as usual are over. We must move with haste in engaging in business unusual. From His Excellency the President, to the three Speakers who innovatively presented their country’s programmes and actions plans, emphasised the importance of the Lekgotla theme – “Equipping learners with knowledge and skills for a changing world”.
The President’s call in his opening address was for the sector to concentrate efforts on teaching our learners subjects and content that will enable them to fit the changing profile of jobs and employable skills. He reminded us that the education system must be re-oriented for the 4th and 5th Industrial Revolutions, and welcome efforts to bring in new subjects, such as robotics and coding in the early years of schooling. Schools must teach skills that will enable economic growth, but also ensure that our young ones read with meaning on their tenth birthday.
Clearly COVID-19 brought with it devastation, hardship, and misery; but a mountain of opportunities as well. Professor Velaphi stressed the importance of non-pharmaceutical and non-pharmacological interventions, namely total adherence to health and safety protocols – including social distancing, proper and continuous wearing of mask, covering one’s mouth and nose, washing of hands with soap and water or sanitise with a 70% alcohol-based sanitisers, and effective ventilation of schools. Saving lives in our school communities, hinges on these non-pharmaceutical and non-pharmacological interventions.
The quote by Mrs Mngomezulu still rings loudly in my ears. She concluded her input by quoting Peter Ducker – “the greatest danger in times of turbulence, is not the turbulence itself; but it is to act with yesterday’s logic”. The Lekgotla encouraged by one speaker to the next to be bold, innovative and dynamic in our planning, programmes and interventions – we must embrace that the educational landscape is changing rapidly; and the required change in learning competencies – plainly put as a change in “orthodoxies”. We were reminded that learning and well-being of our learners are inextricably entwined; we are indeed empowered by the assertion that change does bring power!!!
Clearly, among the critical tasks we must perform with zeal, is the rethinking, repositioning, reimagining of our curriculum delivery; the theory, practice and instruments of teaching and learning; learning spaces; teacher development; as well as learning and assessments. The horizontal roadmap advocated by Dr Morope on how we can use the curriculum as the first operational tool in helping the system to move forward, will influence our rethinking. Critical in this process must be what and how children learn.
The experiences shared with us, the situational analyses presented and the roadmaps suggested over the three days, must guide to rethink, reconfigure and reposition our pedagogic and didactic processes. Clearly, the systematic, but urgent roll-out of ICTs and digital learning in all our schools, whether located in our rural or urban settings, is unavoidable. We agree that ICTs cannot replace teachers; but are critical to augment the work that teachers do.
True, purposeful and effective collaborations and partnerships will clearly drive the reconfiguration and repositioning of our basic education system. After-all, the Ruling Party had declared education as a societal matter. From this Lekgotla all our communities of trust must put their hands on deck. Mr Maluleka, the days of reminiscing about what was said at the previous Makgotla, are over. The Director-General, the provincial Superintendents-General, our officials, and social partners, must be instrumental in developing “proper and effective connections of the synapses” of the basic education system.
The international lessons and experiences shared with us by UNESCO / IBE, OECD, UNICEF, the World Heritage Group, the African Continent and the international speakers, scholars and researchers should not and must be viewed as just another talk shop; but must be used to propel the Basic Education Sector to levels unimaginable. If we can learn from the resilience and dedication of the Class of 2020, nothing will be impossible. Mr Chris Klopper, you are correct, we must make the system and its operations accountable. Professional autonomy, must be coupled with unquestionable accountability. If we do not do this, the success of education systems, such as the Finnish and many others, will remain our illusive dream.
Therefore, the following amongst others, should characterise the reimagined, reconfigured, and repositioned education system, that will enable our country to equip our learners with knowledge and skills for a changing world –
the mindset required in times of uncertainty, should be based on the thinking that exceptional times require a blend of courage, humility and clarity;
COVID-19 gave rise to definitive areas that we can build on creatively, to catapult us into the future;
educators as accountable leaders and professionals; as well as teaching and learning can happen outside the school walls;
three areas of focus in our attempts to reimagine, reconfigure and reposition our basic education system – ICT roll-out, teacher development, and curriculum redesign from content-based to competency-based;
importance of collaboration and partnerships within the Sector;
importance of ensuring that social justice principles of access, redress, equity, inclusivity, efficiency and quality anchor the re-imagination of a blended education system;
Children’s social circumstances affect brain development and the ability to learn, or the way children learn. The human element (psychosocial support, empathy) is important.
Bon voyage and thank you!!
