Partnerships to improve education

SIZAKELE MPHATSOE Education development programme manager, Kagiso Trust Why did KT decide to focus on the full education pipeline (from early childhood development to higher education) within the education development pillar?

After reviewing our Beyers Naudé Schools Development Programme, or BNSDP, model, established in 2004, one observation was that some learners progress from one grade to the next with gaps in some areas of learning. Once they reach high school, there is a need for additional assistance in numeracy and literacy. This is a challenge throughout South Africa. The Progress in International Reading Literacy Study, which assesses reading comprehension and monitors trends in reading literacy at five-year intervals, assessed fourth-year reading comprehension in over 60 countries. In its 2016 findings, South Africa was the lowest-performing country out of 50. This means we may be six years behind the top-performing countries. Around 78% of Grade 4 learners do not reach the international benchmarks and therefore do not have basic reading skills by the end of the Grade 4 year, in contrast to only 4% of learners internationally. A study by the International Association for the Evaluation of Educational Achievement showed that only a quarter of children at public, no-fee schools obtained maths scores above the minimum level of competency. Therefore, by investing in early childhood development, we are more likely to observe long-term benefits in keeping learners in school longer, which improves learner throughput in the education system (a measure introduced to evaluate learner retention) and ensure that all learning outcomes, class-appropriate competencies and early childhood cognitive development are built early. Our education development programme will continue with basic education interventions through the BNSDP and higher education through the Eric Molobi Scholarship Programme as well as exit opportunities by supporting technical high schools and technical and vocational education and training colleges.

KT implemented the BNSDP in collaboration with the Free State department of education for seven years and recently exited. The programme has seen year-on-year academic growth in schools in the Thabo Mofutsanyana district. What are the lessons learnt?

A long-term perspective is required for sustained impact. BNSDP intervention needs at least three years of implementation before yielding positive results; Stakeholder engagement at all levels, including unions, is critical; The visibility of leadership (political and administrative) to take ownership of the intervention and give support is important; Collaboration with the communities should never be underestimated; Teacher movement — redeployment, resignation and retirement — affects programme implementation; and Implementation needs to ensure that the school governing body participates in enhancing a school’s functionality.

How has KT scaled up and replicated the education development model?

One of our key success indicators, which is aligned with our vision, is seeing an uptake from partners in adopting this model to improve education. One way we have managed to scale our model is the partnership between KT and the Cyril Ramaphosa Foundation to form the Kagiso Shanduka Trust in collaboration with the Free State department of education to implement the District Whole Schools Development Programme in the Fezile Dabi and Motheo districts. Partnerships are important for greater impact, and the FirstRand Foundation has joined the KST partnership to scale areas of our model. Another example of replication of our model is Anglo American’s adoption of it in schools in its mining towns in North West, Northern Cape, Limpopo and Mpumalanga.

What makes KT’s Whole Schools Development model unique, and what impact has it had?

We don’t just provide infrastructure — we look at the entire school system. The core objective is to foster functional, vibrant, healthy, accountable and sustainable school communities that impact positively on the after-school life of learners in rural areas through partnerships at the school, district and community levels. The impact our model has had is as follows: 440 schools have attended empowerment workshops; 31 981 learners’ eyesight has been tested; 795 learners received spectacles; Over 5 000 educators have been developed; Over 800 000 learners benefited; Over 200 jobs have been created; and Over 260 SMMEs have benefited.

Why did KT partner with Limpopo as the next province to implement BNSDP?

In the past 30 years, KT has done a lot of development work in Limpopo, and it was fitting to go back and look at some of the challenges facing the education system there. It has been one of the three leastperforming provinces nationally with regards to matric results.

MEC MAARIA ISHMAEL KGETJEPE Limpopo department of education What support is needed to get Limpopo into the top three performing provinces?

Teacher support Teacher development on subject content and methodology will be strengthened to ensure that teachers have the proficiency expected. Newly appointed teachers will be inducted to ensure they are acquainted with the intricacies of the Curriculum Assessment Policy Statements. The provincial office will advertise teaching posts and ensure they are filled timeously. Nonviable schools will be identified and, if necessary, merged. The provincial office will ensure that schools have the necessary resources such as sufficient classroom space. District teacher support is also essential. Districts should provide guidance on curriculum streaming and subject combinations and see there is regular career guidance. Circuit offices are important in supporting teachers and should conduct on-site visits to verify the availability and usage of resources.

Learner support

The department encourages and registers learners annually for national and international competitions that encourage them to study. Camps are regularly organised for focused learning in gateway subjects. The school should guide learners on subject combinations and possible careers. However, the school can only recommend a combination since the decisions of both learners and their parents should be respected.

Learner-teacher support materials

The department will ensure there are sufficient learner-teacher support materials in schools. Subject managers will be encouraged to develop intervention materials for challenging subjects.

Provisioning of subject advisers

Regular monitoring and support of curriculum implementation is essential to ensure quality teaching and learning. The role of subject advisers cannot be overemphasised.

Collaboration with other stakeholders

We maximise collaboration with stakeholders such as the Department of Science and Technology, the Department of Water and Sanitation and Eskom’s Expo for Young Scientists. But schools should advise parents about children’s strengths and weaknesses in relation to careers.

What are the challenges faced by the Limpopo department of education?

A teacher shortage is one. This is compounded by the lack of specialist teachers to offer gateway subjects such as maths, physical science and accounting. Shoddy teaching practices leading to inappropriate assessment practices is another challenge. Small schools offering many subject choices or curriculum streams add to the challenge. These schools are unable to focus even when the number of learners being offered these subjects is small. Small, nonviable schools are characterised by huge teacher workloads and inappropriate assessment practices.

Why is parental and community involvement key to improving the education system?

The department will embark on a process of training school governing body members in their roles. SGBs are influential when it comes to the quality of teaching and learning. They are responsible for recommending teachers to be hired. It is essential that parents become an integral part of their children’s education. In so doing, they become knowledgeable about their children’s strengths and weaknesses and are able to advise them on their choice of subjects and possible careers.

Why partner with KT to implement the Whole School Development Model in the Sekhukhune district?

The Donor Funding Unit and Department of Education Development Trust arranged a breakfast seminar to solicit funds from the business community in the form of partnerships, donations and curriculum support. During the presentation of challenges by the superintendent-general of the department, the work of KT emerged from the trusts in attendance. KT’s interest in the province was reawakened by issues raised by the department, from results improvement to infrastructural issues. The selection of Sekhukhune as the focal point for the programme was because the district has many schools and, for several years, its Grade 12 results have been below the provincial benchmark.