1. UCT’s response to the Education Crisis in South Africa Jonathan Clark School of Education, University of Cape Town www.sii.uct.ac.za

2. 2 ✔ ✔ ✖ ✖ ✔ ✖ The Post-1994 Education Report Card ACCESS Institutional restructuring Resource equalisation Curriculum reform Building the technical core QUALITY

3. 3 ‘On the playing field of life there is nothing more important than the quality of education…’ President Jacob Zuma, 2011 “Quantity, quantity, everywhere…. but not much by way of a quality drop to drink!”

4. 4 ACCESS QUALITY Trade off

5. 5 ‘The proof of the pudding…’ South Africa in regional context SACMEQ III 2007 Proportion of Grade 6 learners functionally illiterate ‘CAN’T READ’ Proportion of Grade 6 learners functionally innumerate ‘CAN’T DO NUMBERS’ Expenditure on primary education per learner Mozambique 21.5%32.7%R616 South Africa 27.3%40.2%R9 555

6. 6 6 ‘TWO SYSTEMS IN ONE’

7. Poverty is a fact, not an excuse!

9. UCT 2013 1st Year Enrollments

10. 10 “Would you tell me, please, which way I ought to go from here?” “That depends a great deal on where you want to get to,” said the cat. “I don’t much care where …” said Alice. “Then it doesn’t matter which way you go,” said the Cat. “…so long as I get SOMEWHERE,” Alice added as an explanation. “Oh, you’re sure to do that,” said the Cat, “if you only walk long enough.” So, where to from here?

11. 11 Physical resources are a limiting factor, but they are NOT the major issue Improve the quality of schooling which poor children receive Our challenge then…

12. 12 THE ‘LOW ACHIEVEMENT TRAP’ A deeply ingrained culture of inefficiency in producing learner achievement HUMAN CAPACITY CONSTRAINTS The poor quality of teaching coupled with limited organisational & management expertise

13. 13 Accountability Support A KEY DILEMMA The State struggles to deliver and in turn struggles to hold all teachers to account An ongoing authority crisis marks us as unique…

14. 14 Build the State’s organisational & logistic capacity Invest heavily in anti-poverty programmes Beyond the politics, what’s to be done? Rejuvenate the teaching profession!

16. The SII serves as a vehicle for extending the university’s engagement in schooling with the aim of improving the quality of educational provision in this country “A university’s destiny is inextricably linked with the communities it serves…” (Harkavy & Hartley, 2009:9)

17. KHAYELITSHA

18. working in 35 primary & 20 secondary schools 60 000 learners working with Broader educational community Metropole East Education District NGO/NPOs & civil society

19. At its core is a UNIVERSITY-SCHOOL PARTNERSHIP model OBJECTIVE 1 Teacher professional & school organisational development Wider support to schools across the township and Educational District Forge closer ties with small number of PARTNER SCHOOLS

21. University-accredited qualifications backed up by School-based support

22. OBJECTIVE 3 Staff engaged scholarship, student volunteerism & service learning OBJECTIVE 2 Professional practice schools

23. OBJECTIVE 3 Staff engaged scholarship, student volunteerism & service learning University social responsiveness work 4 4 4 4 SHAWCO UBUNYE CLASI Maths Competition

24. OBJECTIVE 4 University recruitment Grade 10-12 programme Five learners from each of the 20 secondary schools Build academic & life skills in preparation for tertiary studies Residential holiday camps; Saturday academic enrichment school programme; participation in UCT activities

25. OBJECTIVE 5 Partnerships & collaborations Metropole East Education District Equal Education Ikamva Youth ENKE Rotary

26. 26 Looking ahead DEEPENING COLLABORATIONS Lever further institutional (i.e. UCT) resources Work ever closer with Metropole East Education District Strengthen ties with Civil Society organisations Forge links with other universities Persevere with building relationships with community organisations & …Teacher Unions!

27. 27 Looking ahead ‘CHANGING SCHOOLS FOR GOOD’ Deepen organisational & teacher professional development work in six Partner schools Initiate IKWEZI: district-wide primary school intervention programme ‘BRIDGING THE DIVIDE’ First 100-UP group matriculate in 2013 – assist as many as possible to obtain places here in 2014!

28. Challenges “Change is a process, not an event” Michael Fullan, 2007 School improvement will only be achieved through a commitment to long-term involvement Raise funds for the Initiative’s activities!

29. 29 ‘Poor children can learn and excel but the odds are against them. Reformers like to say that “demography is not destiny”, but saying so doesn’t make it true…’ Diane Ravitch, 2011

30. Fostering partnerships Harnessing resources Improving schools www.sii.uct.ac.za