After years of not quite fulfilling its educational potential or delivering to its people the high standard of academic institutions they deserve, Western Cape is finally beginning to witness inspirational schools rising defiantly from the ground. TABJ’s resident scholar John Pinching opens the jotter of educational reform.

In the beginning

In April 2009, the Democratic Alliance received the majority vote to govern the Western Cape Province. The result has provided the party with a wonderful opportunity to demonstrate how it can transform a provincial setting, having already succeeded at the municipal level.

The party inherited an education system that was functioning well below optimum levels and, consequently, modernisation has become a top priority.

The Grade 12 pass rate had consistently declined over the previous five years and the number of underperforming schools had tripled. Meanwhile, the infrastructure and maintenance of buildings was in a desperate state of disrepair. This was compounded by an all too often uncaring and unresponsive approach to dealing with the legitimate concerns of schools and other players in educational arena.

“Key areas include improving literacy, numeracy and NSC outcomes, increasing accountability within the system, expanding the provision of textbooks, building and upgrading safer schools”

Path to promise

The net result of these factors was that the interests of students, and learning in general, often came a distant third, behind misplaced racial and ideological considerations, and the narrow labour rights of educators.

In 2009, amid much-fanfare, the strategic goals for education were released. The overarching objective of this plan was to dramatically improve learner outcomes in the province.

The party realised there was no quick fix when it comes to improving the quality of education provided in the Western Cape, and that only through a sustained, focused and systematic approach that would objectives be fully achieved.

The plan focused on ten key priority areas that aim to improve the life chances of people in the province, through the provision of quality education.

Key areas in this on-going plan include improving literacy, numeracy and NSC outcomes, increasing accountability within the system, expanding the provision of textbooks, building and upgrading safer schools, enhancing educator training and improving the responsiveness and efficiency of the Western Cape Education Department (WCED).

Two years later, and the Western Cape Provincial Government can confidently say that it has made significant progress in establishing the foundation necessary to achieve the objective of improving educational outcomes in the Western Cape.

John Pinching chats exclusively to Western Cape Minister of Education, Donald Grant

What is your organisation’s fundamental ethos?

The Western Cape Government’s philosophy supports the vision of an open, opportunity-driven society for all, in which everyone should be afforded the opportunity to realise his or her full potential, through access to a quality education. With every step taken towards fulfilling this vision, we are creating the Western Cape of our dreams, where every child will be literate, numerate and able to compete in an increasingly competitive regional, national and international economic environment.

“In the Western Cape of our dreams, every child will be literate, numerate and able to compete in an increasingly competitive regional, national and international economic environment”

How important is the progression and modernising of education in South Africa?

The advent of democracy in South Africa necessitated a radical transformation in education. This change was based on the constitutionally enshrined right to a ‘basic education’ for all, and the removal of a raft of racially based legislative policy. There was also a need for modernisation of the curriculum, in line with new discoveries, technological advances and increasing globalisation.

After 17 years we can definitely say that in the Western Cape these rights are being met. Every child is afforded the opportunity to attend school and receive a basic education, but where we have been failing is in the ‘quality’ of that education. The right to a ‘basic education’ is simply not enough if we are to compete in an ever competitive global environment.

It is absolutely right, therefore, that every policy, action and strategy is guided by the desire to help future generations get the highest standard of education we can provide.

“The right to a ‘basic education’ is simply not enough if we are to compete in an ever competitive global environment”

What has been the effect of the changes on local communities?

New schools, in the majority of cases, are built because the population increases in the area. New housing developments often pop up in certain areas of South Africa, due to inward migration into the province and the creation of new informal settlements.

To cater for the children that arrive in these areas, new schools need to be built. In many instances, a school is rapidly created, using mobile units as classrooms. This is a temporary solution to meet the demands. We then build a new permanent brick and mortar structure—creating a better learning environment for the children of that local community.

In other instances, the Department needs to make alternative arrangements for students, such as providing transport to schools in other areas. A new school in the immediate vicinity and closer to home is always more appropriate for everyone concerned.

In the past replacement schools have been built with inappropriate materials such as chipboard and are a legacy of the apartheid era.

Our plan is to update these schools with brick and mortar structures. Some of the old structures are a safety hazard and are prone to burglary and vandalism. The impact of change will be a more safe and secure learning environment for the children of traditionally poor communities.

“In the past replacement schools have been built with inappropriate materials such as chipboard and are a legacy of the apartheid era. Our plan is to update these schools with brick and mortar structures”

What impact will the new institutions have on the country as a whole?

Investing in education is the best move the government can make in this country. While these schools provide a safe and secure learning environment, however, they don’t necessarily mean that ‘quality education’ will exist within the classrooms of that new school.

This is where we, as a department, and the school management, educators, governing bodies and parents, need to work together to ensure that the best possible learning environment exists. Our strategic plan for education addresses some of the needs that we face in both our new and old schools.

The new portfolio of schools includes:

Technical schools

Technical schools are extremely valuable to the Government. They provide important educational opportunities for pupils who want to study in fields such as mechanical technology and engineering, and are key to developing skills in Western Cape.

In January 2012, two new technical high schools—Delft Technical High School and the Northpine Technical High—will open their doors in the province.

The three others are Oude Molen, Belville and Drostdy Technical High Schools. Each of these schools specialise in technical subjects, such as mechanical technology, electrical technology, civil technology, engineering, graphics and design, as well as, mathematics and science.

In addition to the five technical high schools, there are nineteen additional ‘comprehensive technical schools’.

STEM schools

This year the WCED opened its third Science, Technology, Engineering and Maths (STEM) facility in the province. Claremont High School was opened as part of this government’s on-going expansion of access to the focused teaching of science and mathematics.

The other two facilities are COSAT in Khayelitsha and Tokai’s Cape Academy. COSAT was recently relocated to a new school building and the Cape Academy is currently being expanded to increase enrolment at the school.

All of these projects are part of the infrastructure plan, which, among other things, allows for increased access to quality learning.

What facilities can students expect in the new schools?

The schools’ new facilities will include new classrooms, specialist rooms, laboratories, libraries, media centres, computer rooms, school halls, sports facilities, storerooms and offices.

The technical schools will have the above, but also specialist workshops, for technical subjects, such as mechanical, electrical and civil engineering.

Which age groups will stand to benefit most from the transformations?

The majority of new facilities are high schools, which will benefit ages 13 -18. Replacement schools are mainly primary schools, benefitting ages 6-13.

There are currently fewer high schools than primary schools in the province and the main reason for this is the retention rate of pupils has historically been low.

One of our central priorities is to improve this situation—ultimately increasing the need for further high schools. In just two years, we have already made significant headway in this objective.

Overall retention has improved by 16 per cent in the last two years.

Will history remember this time as a revolution in South African education?

Yes and No.

The advent of democracy in South Africa necessitated a radical transformation in education. This change was based on the constitutionally enshrined right to a ‘basic education’ for all.

After 17 years we can definitely say that in Western Cape these rights are being met. Every child is afforded the opportunity to attend school and receive an education. Where we are failing is in the ‘quality’ of that education.

History will also show that despite significant advances, the response to the qualitative challenge has been too slow.

The strategies we have in place now will at least ensure that every child receives a better education than previous generations.

For you personally, what is the most rewarding part of these ventures?

The most rewarding part is that more young people in Western Cape are passing the exams and achieving access to higher education. Furthermore, we have raised the pass rate in mathematics and science, witnessed more distinctions, increased the number of schools with a 90 per cent and above pass rate, while multiplying the number of underperforming schools.

We are confident that these increases are sustainable and reflective of an overall improvement in the state of education in Western Cape. This Government wants to avoid, at all costs, the kind of yo-yo effect that is sometimes experienced in other provinces, and instead build on the momentum achieved in the last two years.

This turnaround in the pass rate and the increases in various indicators underscores that we are making significant progress towards achieving our overriding objectives, namely to retain greater numbers of pupils in the system and improve outcomes.

“This Government wants to avoid, at all costs, the kind of yo-yo effect that is sometimes experienced in other provinces, and instead build on the momentum achieved in the last two years.” 

Add to: del.icio.us | Digg | NewsVine | Mixx | FaceBook | Twitter