Too much emphasis on matric results

CRITICISM of the way education is run in this country must be taken seriously. Education requires a deep re-examination and review.

One of the reasons why education is suffering may be attributed to the fact it is used as a guinea pig on a trial-and-error basis.

Why are we borrowing ideas from the rest of the world when we have answers here in South Africa?

I don’t disagree with Ann Bernstein and Jeff Mccarthy that Brazil has a good education system, but why should we borrow from Brazil?

Why did the government, post-1994, close down teacher-training colleges? The sad result of this foolish move is we have a huge shortage of teachers.

Also, teachers who are not qualified to teach a particular subject are asked to teach because principals don’t have other alternatives. Are all our teachers suitably qualified to teach every subject?

The upgrading of teachers’ qualifications through a careful, scientific approach and appraisal system is significant.

Productive workshops on a regular basis are recommended for each subject on separate days, because it is important for teachers to have orientation from time to time as new ideas and materials are introduced in response to learner needs.

It is imperative that subject

advisers become actively involved in promoting their respective subjects, as well as becoming active role-players in all these workshops – advisers must become “hands-on” practitioners.

Incidentally, this should be the goal of every official in the department. Be visible, visit schools and share your expertise – don’t “waste” your valuable time idling in your ivory towers.

Education managers must play a more meaningful role in monitoring the functions, rules and regulations at each school, not just visit the principal’s office, sign the logbook and leave.

Every aspect of the school needs to be supervised and inspected – hence the “A”-form inspection is of primary importance.

Reintroduce this and we should be able to separate the “men” from the “boys”.

Let’s get rid of dead wood in the teaching profession.

Ministers/mecs, officials and the public at large have historically placed too much emphasis on the matric results, hence year after year we are flooded with “analyses” that will supposedly motivate pupils and teachers to improve their performance.

The key issue missing in this so-called analysis is the “experts” miss the point that to achieve really good matric performances, education must be improved from Grade R onwards throughout each successive year. So, let’s start at the bottom.

We must pay more attention in our efforts to motivate teachers at primary schools, upgrade their knowledge and teaching techniques and, above all, assess and monitor their work on a regular basis.

Much more attention must be placed on the basics – such as literacy and numeracy – at primary-school level.

This means real and sustainable success cannot be achieved if the foundation is weak, or in many cases nonexistent.

Teachers should be given merit awards when they perform well. School inspectors should constantly and regularly evaluate teachers’ work.

The reintroduction of guidance counsellors at secondary schools would go a long way in addressing discipline, anti-social behaviour, course selection and career planning.

These are vital weapons for the future of our youth.

Why did we do away with these very important and necessary personnel?

Teachers’ morale needs to be enhanced as many feel demotivated in respect of a number of key issues, such as salary (urgent attention), lack of upward mobility, job satisfaction, safety at schools, lack of adequate resources.

Teachers do too much unnecessary paper work – streamline record-keeping and keep it to the minimum.

A happy, upgraded, safe and satisfied teacher is a motivated, dedicated teacher. Let’s show more respect to teachers.

Our education does not embrace the theme of a well-rounded, holistic education. Remember that in a sound body lies a sound mind.

Policies are in place, but they can be implemented effectively and efficiently only when all stakeholders show they care deeply for the future of our country. Let’s talk to one another.

Other interventions and ideas could also help restore the pride of excellence in education.

I request the editor to ask the education community to share their personal experiences at schools. The department should listen and learn from the many experienced educational practitioners.

Kama Panday is a former member of the Education Portfolio Committee – in Parliament for five years and the KZN Legislature for 10 years, and a previous member of the House of Delegates.