“Quality management for quality schools”

Building an Intelligent &

Capable StateDG: Department of Basic Education

Mr HM MweliVenue: Port Elizabeth

6 September 2016

SAOU SCHOOL PRINCIPALS’ SYMPOSIUM

PRESENTATION OUTLINE

• Introduction

• Strategic Direction

• Size and Shape of the Sector

• Economic Outlook

• Quality Management for Quality

Schools

INTRODUCTION

“THE PRESENT GENERATION of South

Africans bears an enormous responsibility

for the future outcome of this society. What we

decide and do now will determine what kind of

society we will become. The historical

opportunity to make fundamental changes in

society is a rare one; and it is this opportunity

which is now offered to us. We can either seize

or let it pass. This is our responsibility – our

burden.”

YENZA: A BLUEPRINT FOR TRANSFORMATION – PIET HUMAN

4

STRATEGIC

DIRECTION

Our future -

make it work

SUSTAINABLE DEVELOPMENT GOALS (SDG4)

Towards inclusive and equitable quality

education and promote lifelong learning

opportunities for all

5

AU VISION

“The African Union envisions a “peaceful andprosperous Africa, integrated, led by its owncitizens and occupying the place it deservesin the global community and in theknowledge economy” CESA 16-25 is meant todeliver the necessary human capital for therealization of the AU Vision”.

Continental Education Strategy for Africa (CESA) 2016-2025

6

MISSION OF CESA 16-25

“Reorienting Africa’s education andtraining systems to meet the knowledge,competencies, skills, innovation andcreativity required to nurture African corevalues and promote sustainabledevelopment at the national, sub-regionaland continental levels.”

Continental Education Strategy for Africa (CESA) 2016-2025

7

IMPROVING LEARNING OUTCOMES

“By 2030, South Africans should haveaccess to education and training of thehighest quality, leading to significantlyimproved learning outcomes. Theperformance of South African learners ininternational standardised tests should becomparable to the performance oflearners from countries at a similar level ofdevelopment and with similar levels ofaccess.”

National Planning Commission: National Development Plan, November 2011)

8

THE ROLE OF PRINCIPALS

“The core business of schools islearning and teaching, and the coretask of principals is to ensure theirschool ethos is conducive to thesepriorities. Principals need to provideleadership on the curriculum, as wellas administration and management.”

National Planning Commission: National Development Plan, November 2011)

99

ENTRY QUALIFICATION FOR PRINCIPALS

“Implement an entry qualification for principals. In 2007, theDepartment of Education introduced an entry qualification foraspiring principals with a view to improving educationaloutcomes. The Advanced Certificate in Education (ACE) waspiloted nationally. The External Evaluation Research Report of theAdvanced Certificate in Education did not find clear evidence ofshort-term gains in matric results at the schools where principalshad undergone ACE training. The fact that the evaluation wasdone only two years after the qualification was introduced mayexplain its limited impact and the evaluation results should not beused to discredit and discontinue the implementation of an entryqualification for principals. The results of the evaluation must beused to improve and strengthen this programme. Thequalification (or its adaptation) should continue to be offered asin-service training for incumbent principals.”

National Planning Commission: National Development Plan, November 2011)

10

APPROPRIATELY QUALIFIED AND COMPETENT PRINCIPALS

“Change the appointment process toensure that competent individuals areattracted to become school principals. Asin other senior management positions,candidates should undergo a competencyassessment to determine their suitabilityand identify the areas in which theywould need development and support.”

National Planning Commission: National Development Plan, November 2011)

11

ELIMINATE INFLUENCE IN THE APPOINTMENT

OF PRINCIPALS AND SMT

“Eliminate union influence in promoting or appointingprincipals. Unions play an important role inrecruitment to ensure that proper procedures arefollowed, but not in deciding who gets promoted orappointed. Most of the undue influence by unions ispossible because the district officials responsible forrecruitment and human resources management havea limited understanding of labour laws. TheDepartment of Basic Education and provincialdepartments of education must ensure that humanresources management capacity is improved.”

National Planning Commission: National Development Plan, November 2011)

12

POWERS OF PRINCIPALS

“Gradually give principals more administrativepowers as the quality of school leadershipimproves, including in financial management,the procurement of textbooks and othereducational material, and human resourcesmanagement. These delegations ensure thatprincipals are held accountable for their schools.Provincial departments will remain the employerof educators, and wages will continue to becentrally determined.”

National Planning Commission: National Development Plan, November 2011)

.

13

SCHOOL IMPROVEMENT PLANS“Each school should have a plan that maps out itsgoals for the academic year. Performanceindicators, such as the rate of improvement onannual national assessment (ANA) results,curriculum coverage and teacher and learnerattendance, should be monitored and regularreports provided to parents. The ANA results shouldbe made accessible to parents and the communityin a way that makes the data easy to interpret.”

National Planning Commission: National Development Plan, November 2011)

14

THE ROLE OF PARENTS AND ENHANCED

ACCOUNTABILITY

“Providing meaningful information toparents on their children’sperformance can enable them to holdschools accountable . Performancetends to improve when parents areactively involved and take an interestin the affairs of the school.”

National Planning Commission: National Development Plan, November 2011)

15

USING TOP PERFORMING SCHOOLS AS NATIONAL ASSETS TO

IMPROVE THE PERFORMANCE OF UNDER PERFORMING SCHOOLS

“Top performing schools in the public and privatesectors must be recognised as national assets. Theyshould be supported and not saddled withunnecessary burdens. Their support should beenlisted to assist underperforming schools. Toremain the beacons of our education system, theyneed to be supported as well as held accountablefor performance based on an agreed set ofoutcomes.”

National Planning Commission: National Development Plan, November 2011)

16

INCREASE THE NUMBER OF STUDENTS ELIGIBLE TO STUDY MATHEMATICS AND SCIENCE AT UNIVERSITY

“In 2011, 120 767 learners were eligible for a bachelor's programme,down from 126 371 in 2010. The Department of Basic Education'splan is to increase the number to 300 000 by 2024, with 350 000learners passing Mathematics and 320 000 learners passing PhysicalScience. The Commission proposes a target for 2030 of 450 000learners being eligible for a bachelor's programme with Maths andScience. Action is required throughout the education system, butparticularly in Early Childhood Development given that the cohortthat will enter university in 2030 has not yet started primary school.Consideration should be given to expanding the Dinaledi Schoolsinitiative, which increases access to Maths and Science inunderprivileged schools.”

National Planning Commission: National Development Plan, November 2011)

1717

THE SIZE AND SHAPE OF SOUTH AFRICA

Provincial Education Department (9)

Education Districts (81)Circuit Offices

Schools (± 26 000)

Public schools (24 060) Independent (Private) schools (1 681)

Section 20 Public schoolsSection 21 Public Schools (former

Model C)

Registered independent schools Unregistered independent schools

(illegal)

Non-subsidised

independent schools

Subsidised independent

schools

Greater financial autonomy

National Department of

Basic Education

BASIC EDUCATION SECTOR

7

19

EDUCATION STATISTICS AT A

GLANCE, 2016Size of the Schooling System:

Learners: 12 944 839

Educators: 423 298

Schools: 25 560

Official languages

English, isiZulu, isiXhosa,

isiNdebele, Afrikaans, siSwati,

Sepedi, Sesotho, Setswana,

Tshivenda, Xitsonga

Sector Learners Educator

s

Schools

Public 12 357 018 384 905 23 710

Indepen-

dent 587 821 38 393 1 850

Total 12 944 839 423 298 25 560

20

NUMBER OF LEARNERS, EDUCATORS AND SCHOOLS IN

THE ORDINARY SCHOOL SECTOR, BY PROVINCE, IN 2016

Source: DBE, EMIS, 2016 SNAP SURVEY

21

Learners Educators Schools Learners Educators Schools Learners

As % of

National

Total Educators

As % of

National

Total Schools

As % of

National

Total

EC 1 898 723 58 372 5 469 62 824 3 257 207 1 961 547 15.2 61 629 14.6 5 676 22.2

FS 671 712 22 465 1 214 16 637 1 058 68 688 349 5.3 23 523 5.6 1 282 5.0

GT 2 048 558 63 092 2 083 278 026 18 986 730 2 326 584 18.0 82 078 19.4 2 813 11.0

KZ 2 822 942 89 414 5 886 66 877 4 981 242 2 889 819 22.3 94 395 22.3 6 128 24.0

LP 1 706 725 51 650 3 867 58 829 2 768 151 1 765 554 13.6 54 418 12.9 4 018 15.7

MP 1 046 234 32 943 1 725 28 118 1 552 122 1 074 352 8.3 34 495 8.1 1 847 7.2

NC 288 515 8 884 545 4 080 295 30 292 595 2.3 9 179 2.2 575 2.2

NW 810 260 24 833 1 471 19 207 1 232 63 829 467 6.4 26 065 6.2 1 534 6.0

WC 1 063 349 33 252 1 450 53 223 4 264 237 1 116 572 8.6 37 516 8.9 1 687 6.6

South Africa 12 357 018 384 905 23 710 587 821 38 393 1 850 12 944 839 100. 423 298 100. 25 560 100.0

Province

Public Independent Public and Independent

SCHOOLS BY PHASE, SNAP 2016

4 202

426

14 825

6 107

COMBINED SCHOOL

INTERMEDIATE SCHOOL

PRIMARY SCHOOL

SECONDARY SCHOOL

22

ECONOMIC OUTLOOK

23

Global growth conditions revised slightly downward in

2016 and 2017 on UK referendum result

24

• Global recovery still expected to

strengthen, but to a lesser degree than

previously estimated, as Brexit impact is

unfavourable to global growth

• Sub-Saharan Africa, reflecting

challenging macroeconomic conditions

as major economies adjust to lower

commodity prices

• Other risks include potential vulnerability

in the

• Euro banking system,

• Financial stability in emerging

markets,

• Geopolitical and terrorism risks,

and climatic and health risks

SECRET

IMF Growth Projections

2014 2015 2016 2017

Region/ Country Actual

World 3.4 3.1 3.1 3.4

Jan 16 3.2 3.5

Oct 15 3.4 3.6

Advanced economies 1.9 1.9 1.8 1.8

Jan 16 1.9 2.0

United States 2.4 2.4 2.2 2.5

Euro area 0.9 1.7 1.6 1.4

UK 3.1 2.2 1.7 1.3

Japan 0.0 0.5 0.3 0.1

Emerging and developing economies 4.6 4.0 4.1 4.6

Jan 16 4.1 4.6

Brazil 0.1 -3.8 -3.3 0.5

Russia 0.7 -3.7 -0.6 1.5

India 7.2 7.6 7.4 7.4

China 7.3 6.9 6.6 6.2

Sub-Saharan Africa 5.1 3.3 1.6 3.3

Jan 16 3.0 4.0

South Africa 1.6 1.3 0.1 1.0

Source: IMF, World Economic Outlook, July 2016

GDP Projections

Spending aligned with NDP objectives

25

Consolidated spending,

2016/17

Basic education

R228.8bn15.6%

Post-school education

and trainingR68.7bn, 4.7%

HealthR168.4bn

11.5% Social protection

R167.5bn11.4%

Human settlements

and municipal infrastructure

R182.6bn12.5%

Economic affairsR212.0bn

14.5%

Agriculture, rural dev and land reform

R26.4bn, 1.8%

Defence,public order and safety

R181.5bn12.4%

General public servicesR73.7bn, 5.0%

Debt-service costsR147.7bn

10.1%

Budget deficit remains stubbornly high

26

Consolidated budget balanceSource data: National Treasury

-7%

-6%

-5%

-4%

-3%

-2%

-1%

0%

1%

2%

20

02

/03

20

03

/04

20

04

/05

20

05

/06

20

06

/07

20

07

/08

20

08

/09

20

09

/10

20

10

/11

20

11

/12

20

12

/13

20

13

/14

20

14

/15

20

15

/16

20

16

/17

20

17

/18

20

18

/19

Pe

rce

nt

of

GD

P

… and government debt has not yet stabilised

27

Government debtGovernment debt net of cash balances as a percent of GDP and in nominal terms

SOURCE DATA: NATIONAL TREASURY

R4

70

R4

78

R4

83

R5

26

R6

73

R8

20

R9

90

R1

18

2

R1

37

9

R1

58

4

R1

80

4

R2

00

3

R2

19

5

R2

38

2

27.9%

25.0%

22.3%21.8%

26.4%

29.0%

32.1%

35.5%

38.2%

41.2%

44.3%

45.7%46.2% 46.2%

20

05

/06

20

06

/07

20

07

/08

20

08

/09

20

09

/10

20

10

/11

20

11

/12

20

12

/13

20

13

/14

20

14

/15

20

15

/16

20

16

/17

20

17

/18

20

18

/19

R billion

Per cent of GDP

QUALITY MANAGEMENT

FOR QUALITY SCHOOLS

28

SCHOOLS THAT WORKKey findings of the research:

1. Have highly committed principals, teachers and learners;

2. Organise teaching and learning well;

3. Are effectively lead and managed;

4. Acknowledge, praise and motivate learners and teachers in public ways

for good performance;

5. Do not have enough resources to offer a well-rounded education;

6. Generally do not value and/or get support from their districts;

7. Felt that the implementation of the national appraisal, performance

management and whole school evaluation processes was difficult;

8. Are concerned with the quality of the curriculum in primary schools;

and

9. Are concerned about the socio-economic conditions and anti-social

behaviour in their communities.

29

QUALITY MANAGEMENT FOR QUALITY SCHOOLS

Quality management is the actof overseeing all activities andtasks needed to maintain adesired level of excellence.This includes the determinationof a quality policy, creating andimplementing quality planningand quality monitoring andquality improvement.

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ELEMENTS OF QUALITY MANAGEMENT

Quality management requires Quality managers

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Leads the learning and teaching

• Demonstrates personal commitmentto learning teaching standards ofexcellence

• Employs strategies that encouragehigh expectations for achievement

• Conduct on-going monitoring,evaluation and support of teachers

• Ensures sound data-driven planning

• Promotes positive learning cultureand ethos

• Provides advice and guidance toprofessional staff and parents

32

Manages the school as an organisation

• Builds an organizational structurewhich enables managementsystems and processes to workefficiently and effectively in linewith legal and regulatoryrequirements.

• Manages the schools resourcesefficiently.

• Manages effective performancemanagement systems.

• Organises and manageenvironment to meet the schoolsteaching and learning needs in linewith safety and health regulations

33

Shapes the direction and development of a school

• Ensures that the vision, mission istranslated into agreed goals andoperational plans to sustain on-goingimprovement.

• Ensures that policies are developedand comply with educationallegislation and policy.

• Ensures that the strategic planningprocess takes into account values,diversity and contexts of the school andcommunity.

• Maintains effective quality assurancesystems and accountability.

• Leads by example and model valuesand vision of the school in dailypractice.

34

Manages human resources in the school

• Understands the human resourcerequirements of the school.

• Follows departmental procedures,legislation and policies, in theadvertising and filling of posts.

• Provides information, advice andsupport regarding conditions ofservice, leave measures, conditionsof service.

• Monitors and supports teachers inmanaging learner assessments.

• Gives regular feedback to parents onlearner progress.

• Facilitates parent-educator meetings

35

Manages and advocates extra-mural activities

• Promotes diverse sportingcodes and indigenous games

• Ensures that PhysicalEducation is on the time-table

• Encourages parentalinvolvement in extra-muralactivities

• Establishes partnerships withclubs and sporting bodies

36

Develops and empowers

• Embraces the philosophy and practiceof Ubuntu.

• Encourages sound inter-personalrelationships, and manages diversity.

• Provides opportunities for sharedleadership, teamwork, andparticipation in decision-making.

• Promotes reflective practice andcontinuing professional development.

• Ensures equity and fairness in thedelegation of work and devolution ofresponsibilities.

37

Works with and for the community

• Draws on the richness and diversity ofthe school’s wider community regardingthe development of the school’s cultureand ethos.

• Ensures that teaching and learning inthe school are linked with and related tothe school’s wider community.

• Builds and maintains collaborativerelationships and partnerships withorganisations in the community.

• Establishes and maintainscommunication pathways which ensurethat the work of school is known in thecommunity.

38

Quality Management = Quality Leadership?

Can you identify with the different kinds of leadership?

Strategic leadership

Executive leadership

Instructional leadership

Cultural leadership

Organisational leadership

39

Quality Management + Quality Leadership = Quality Schools

Effective managementand leadership are keyto promoting stability,discipline and focus inschools.

40

In short……

“Quality is creating an environment whereeducators, parents, government officials,community representatives, and businessleaders work together to provide learners withresources they need to meet current and futureacademic, business and societal needs.”

(Arcaro, 1995)

41

Sustaining Quality Management

• Use the Kaizen Model

Kaizen (a Japanese term), known as continuousimprovement, is a long-term approach to workthat systematically seeks to achieve small,incremental changes in processes in order toimprove efficiency and quality. It involveseveryone in the organization.

42

“Where quality management has been applied in schools it has made a huge difference.”

(Dobyns & Crawford-Mason, 1994)

43