SCHOOLING 2025: THE VISION
SCHOOLING 2025: THE VISION DEPARTMENT OF EDUCATION
1 Learners. Attend school on time, every day and take their schoolwork seriously. They have access to com- puters, a good meal, sporting and cultural activities. They have respect- ful relationships with their friends and dependable teachers.
2 Teachers. Are confident, well- trained and continually improving their capabilities. They are committed to giving learners the best possible edu- cation, thereby contributing to the de- velopment of the nation. They enjoy job satisfaction because their condi- tions of service are decent and their pay comparable to that of other pro- fessions.
3 School principals. Ensure teach- ing takes place as it should, according to the national curriculum. Through responsible leadership, they promote harmony, creativity and a sound work ethic within the school community and beyond.
4 Parents. Are well informed about what happens in the school, and re- ceive regular reports about how well their children perform against clear standards that are shared by all schools. They know they are listened to, and any concerns will be dealt with by education authorities at all levels.
5 Learning and teaching materials. Are in abundance and of a high quality. Learners and teachers know how to use computers in the school to access information they need.
6 School buildings and facilities. Are spacious, functional, safe and
well-
maintained. Learners and teachers look after their buildings and facilities because they take pride in their school.
The Action Plan sets out 13 goals to be achieved related to learning and enrolment. In addition, it sets out 14 areas in education
In 2011, ANA tests in languages and math- ematics will be introduced for Grade 9 learners.
28 CHAPTER 1 | INTRODUCTION AND OVERVIEW
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Columba 1400 is an international award-winning programme. Get in touch with us to find out more.
ACTION PLAN TO 2014
This draft Action Plan is the DBE’s strategy to strengthen weak areas in the education system that have been identified as need- ing support. It has been developed in line with the Presidency’s 2009 national strate- gic planning, and draws direction from the guiding document Improving Government Performance: Our approach.
By improving performance in these identi- fied areas, learners will benefit from a higher quality education. The nation as a whole will also benefit as school graduates with bet- ter skills and knowledge levels enter further and higher education, and the workplace.
Short-term goals, long-term vision
The draft Action Plan sets out the goals that the national education system will be working towards, and the actions to achieve these goals, by 2014. These are the first steps towards realising the bigger, more long-term vision of quality education in schools by 2025. This vision is called Schooling 2025.
Everyone has a part to play
As far as possible, the Action Plan indicates for each stakeholder in the system what ac- tivities they should be engaged in to realise each goal in the plan. It also suggests ways that those outside the education system can also provide resources or expertise in support.
Clear goals, flexible strategies
which need to be improved to reach these goals. The approach is to allow a degree of flexibility so that schools and their commu- nities can come up with strategies that best suit their own situation.
Measuring progress: Annual National Assessments (ANA)
Each year, all learners in Grades 1 to 6 will write national tests in languages (home language and first additional language) and mathematics at the end of the year. The purpose is to establish an objective na- tional benchmark by which to measure lit- eracy and numeracy achievement levels in primary schools, so that improvement can be accurately assessed, and appropriate in- terventions designed where additional sup- port is needed.
Teachers will mark these standardised tests according to instructions provided by the DBE.
Parents will receive the ANA results in
learners’ annual report cards at the end of the year. School Governing Bodies (SGBs) will receive a district-wide ANA report, which will be shared by other parents of the school, to allow them to compare their own ANA results with those of other schools in the district.
The objective in making the results public is to give schools and their parent commu- nities an idea of how their achievements compare to those at other schools.
“The group has changed me from being an indifferent and self absorbed introvert into an increasingly conscious and sociable figure who is capable of
service to others.” DM Ndlovu, Shiyane School Youth Group.
Using CSI to create sustainable change in your community and benefit your organisation
Columba 1400 SA exists to empower South African young people to be agents of positive social change who transform their own contexts for the better.
Columba 1400 was founded in Scotland over 15 years ago on belief that leadership potential is inherent in all persons and that effective youth development elicits that inner greatness. In 2009, Columba 1400 SA, an African version of the programme, was launched.
Case History: Shiyane High School Shiyane High School was just another poor rural school. Then in July 2009 10 learners participated in a Columba 1400 SA Leadership Academy. Eighteen months later, a dynamic community service organisation of more than 60 learners has produced a steady stream of learner-initiated and learner- implemented social projects. They clean school grounds and the community on an ongoing basis; serve the elderly at the local old-age home by cooking, cleaning, singing, giving manicures and haircuts, and simply listening; stage school-wide debates to sharpen English language and public speaking
skills; refurbish school buildings—and construct new ones when needed; seek potential drop-outs to help them stay in school; organise educational outings; enable fellow students to acquire computer skills, drivers licenses and first-aid training; raise their own operational funds in creative ways; not to mention helping local community organisations with their own projects.
And they aren’t stopping any time soon. Shiyane High is bursting with innovative solutions to local problems. School pride and self-respect among learners is skyrocketing. The wider community is taking notice. Shiyane is now the place parents want to send their children to school.
Our success so far • 13 academies since 2009 in Gauteng, Mpumulanga, KZN, Zimbabwe
• More than 130 graduates • 100% of surveyed graduated report altered understanding of leadership
www.columba1400sa.com Contact Chris Griswold
Cell: 079 220 5942 Email:
chris@columba1400sa.com
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