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Jonathan Clark School of Education University of Cape Town The Schools Improvement Initiative – UCT gaining educational ground in Khayelitsha
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KHAYELITSHA
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ACCESS The Post-1994 Education Report Card Trade off QUALITY
One can make the broad statement that in most developing countries which embark on expansionist programmes of educational provision, given resource constraints there will inevitably be some degree of trade-off between ‘access’ and ‘quality’. It’s just that here in SA we seem to have been experiencing an extreme case of ‘access’ at the expense of ‘quality’. As reflected in the figures on the NEXT SLIDE… QUALITY
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SCHOOLING IN KHAYELITSHA
ACCESS SCHOOLING IN KHAYELITSHA 34 Primary (Grades R - 7) 1 Intermediate (Grades R – 9) 20 Secondary (Grades 8 – 12) 3 LSEN (‘Special Needs’) 3 Private schools learners 1 162 learners Low fee private schools are NOT as yet a feature of this educational landscape… 642 learners
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(Almost) everyone’s in school
Most children attend schools in the township The majority progress with their age cohorts Language matters Gender counts Subject choice is a proxy for disadvantage The State delivers (what’s available) There is some in-migration from the Eastern Cape Overall, schooling is relatively stable 5
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of Educational Outcomes
QUALITY of Educational Outcomes These are for MEED, a typical grouping of schools in the Cape Town Metropole; figures are pretty self-explanatory. The figure of 1:7 for the middle class schools might seem low but the bottom line there is that kids attending these schools have significant subject CHOICE and critically, ACCESS to higher quality teaching in environments which are generally far more supportive of educational achievement etc. etc .
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In Khayelitsha’s 20 secondary schools
The ‘opportunity ticket’ Minimum requirement for entrance to STEM fields of study: scores of 60%+ in mathematics & physical sciences in combination In Khayelitsha’s 20 secondary schools 2016 Wrote 2016 Passed B-degrees 60% + for Maths & Physical sciences in 2016 2 978 2 225 (74,7%) 747 (25,1%) 79 1:38 At 70% in combination, only 30 (of which 12 were at COSAT), seven schools, no-one scored 70% in both maths and physical sciences 13 schools had three or less Matriculants scoring at this level. Remove COSAT, this is down to 1:51
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Our reality, our challenge
Even relatively high performing township secondary schools are producing subject-level matric results between two & three grade levels (i.e %) lower than most exModel C schools Our reality, our challenge ‘Equality of access, without equality of opportunity’
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The SII The SII serves as a vehicle for extending the university’s engagement in schooling with the aim of improving the quality of educational provision Our intention Partnership = Reciprocity, collaboration and mutually beneficial relationships SCHOOL-LEVEL Teacher professional and whole-school organisational development UNIVERSITY-LEVEL Improved admission rates from under-represented communities Engaging with transformation Interdisciplinary collaboration
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Our university recruitment work in ALL 20 secondary schools
SII CORE Our long term engagement in three primary & two secondary partner schools SII 100-UP Our university recruitment work in ALL 20 secondary schools
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Support to Partner Schools
PARTNERSHIPS & COLLABORATIONS METROPOLE EAST EDUCATION DISTRICT COMMUNITY-BASED ORGANISATIONS Rotary; The Bookery: Nal’ibali; Wordworks; Childline Support to Partner Schools UNIVERSITY OF CAPE TOWN Student professional learning (Health Sciences, Social Work, Information Systems & Education student teachers) University Recruitment ‘100-UP’ & Gill Net (in all 20 high schools) Student Volunteerism Ubunye SHAWCO INVESTOC Dikakapa Teacher Professional & School Organizational Development (Schools Development Unit) 12
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PARTNER SCHOOLS Intshayelelo Sivuyiseni Ummangaliso Usasazo COSAT
Although the photo shows Matthew Goniwe kids….
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PROFESSIONAL LEARNING IN THE PRIMARY SCHOOLS POST-GRADUATE RESEARCH
Placements from Faculty of Humanities: - Social Development (Social Workers) - Student teachers Placements from Faculty of Health Sciences: - Occupational Therapy - Speech Therapy - Audiology POST-GRADUATE RESEARCH Doctorates: Speech Therapy; Physiotherapy Masters: Occupational Therapy
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STUDENT VOLUNTERISM & UCT EVENTS
University social responsiveness work 4 SHAWCO UBUNYE LAWCO Maths Competition University social responsiveness work 4 OBJECTIVE 3 Staff engaged scholarship, student volunteerism & service learning STUDENT VOLUNTERISM & UCT EVENTS
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Personal & interpersonal
COSAT WELLNESS CENTRE Psychosocial Personal & interpersonal Physical 17 17
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University recruitment
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UCT FIRST YEAR ENROLMENTS PER FACULTY
2013 HUMANITIES BA 2 BSocSci 10 BA Theatre & Performance BMusic Dip.Music Performance 1 Dip. Dance Education COMMERCE BCom 5 BBusSc SCIENCE BSc 4 HEALTH SCIENCES MBCHhB BSc Audiology BSc Speech Therapy BSc Occupational Therapy EBE BScEng TOTAL 29
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UCT FIRST YEAR ENROLMENTS PER FACULTY
2013 2017 HUMANITIES BA 2 6 BSocSci 10 21 BA Theatre & Performance 1 BMusic Dip.Music Performance Dip. Dance Education COMMERCE BCom 5 4 BBusSc SCIENCE BSc 12 HEALTH SCIENCES MBCHhB BSc Audiology BSc Speech Therapy BSc Occupational Therapy EBE BScEng TOTAL 29 62
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Mitchell’s Plain Gillnet
from 2013 Khayelitsha Gillnet 20 secondary schools from 2015 Mitchell’s Plain Gillnet 15 secondary schools from 2016 Southern Cape Gillnet 9 secondary schools – part of ‘UCT-in-Eden’ project 21 21 21 21
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Successes to date MATRIC 100-UP & Gill Net Pass % pass 2013 194 100% 2014 171 2015 210 2016 203 202 99% B-degree % B-degree 183 94,3% 143 83,6% 188 89,5% 195 96,1% 22 22 22
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University enrolments
Year 100-UP & Gill Net B-degrees University enrolments UCT Other universities Total % university enrolment 2013 29 2014 183 61 108 169 92,3% 2015 143 55 71 126 88,1% 2016 188 *100 82 182 96,8% 2017 195 96 *From 2016 this number includes enrolments from the Mitchells Plain schools involved in the Gill Net 23 23 23
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End of First year 2014 End of second year 2015 End of third year 2016
86% passed and progressed into 2nd year End of second year 2015 81% passed and progressed into 3rd year End of third year 2016 To be confirmed... 25
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Lest we forget “Change is a process, not an event”
Michael Fullan, 2007
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Fostering partnerships
Harnessing resources Improving schools
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