Premier Ebrahim Rasool
Honourable Deputy Minister Enver Surty
Mr Yusuf Gabru, Chairperson of the Standing Committee on Education in the Western Cape Provincial Legislature, and other MP's and MPL's
Deputy Directors General, Chief Directors, Directors and all officials from our department and sister departments
Business Leaders, Leaders from Education NGO's and Service Providers
All Distinguished, Comrades and Friends
This provincial education conference is I believe one of the more representative gatherings of the education sector yet seen in our province. Together, the participants here represent our 1,471 schools, our six FET colleges, our 990,000 learners, our 1,5 million parents and our 33,000 educators and officials.
I think it is important that we gather in this way to reflect on the challenges facing our sector as we try and create a learning home for all. Our President called for a People's Contract to fight poverty and create work and it is critical for us in the education sector to come together and ensure that our work strengthens this partnership.
If we can unite around a common vision and strategy, focus on the basics and do our work, education in our province will play a key role in the fight against poverty.
Our provincial government is working towards the realization of the vision set by the Premier of the Western Cape becoming a Home for All. The strategic path to achieve this vision is the economic development strategy Ikapa Elihlumayo. It means to grow and share the Cape.
There are a number of lead strategies, which underpin Ikapa Elihlumayo. All these strategies need to be finalised by June 2005. As MEC for Education, I and the WCED have been given the task by the Premier to develop a Human Capital Strategy with a focus on youth.
This then is our basic mandate. Education is also expected to work in a seamless way with other departments around building social capital in the province and contribution for example to the micro-economic development lead strategy.
This conference provides an opportunity for the sector to begin to engage with the draft strategy, which will be present by Mr Swartz later today.
The commissions, which will be held tomorrow should provide a platform for robust engagement on key challenges facing education in the province. My appeal is for open and frank discussion, which is driven by our collective desire to find solutions to the challenges, which confront us and also make use of the opportunities to build a learning home for all.
It is perhaps very fitting that we have this conference now, having just concluded the celebrations of the country's first Ten Years of Democracy; as well as celebrating Human Rights Day on Monday. This is also the 50th Anniversary Year of the Freedom Charter.
I am sure over the next two days we will engage in serious debate on the challenges in education. In my view, the critical question we must ask ourselves, is: "Have we been successful in Opening the Doors of Learning and Culture?"
In answering this question, one can certainly feel proud of what we have achieved. In the last ten years, one of the key programmes identified as part of the Reconstruction and Development Programme, was the development of our human resources, which included the transformation of our education system.
We now have one single education department, with a uniformed curriculum and examination standards. There has been a shift away from apartheid allocation of resources, to a more equitable and just regime.
Learner enrolment numbers across all grades have increased, there are now slightly more girls enrolled than boys. Learner-to-class ratio's are down; and literacy rates have increased. And whilst there has been an increase in the matriculation pass rate, there has been a decline in the absolute numbers.
There have been slight increases in the number of people completing grade 12 and in completing tertiary education, suggesting that the skills profile of the country is improving.
It is clear however that we are not producing sufficient learners for higher education and also not providing the knowledge and skills in sufficient numbers required by our economy. Thus the critical need for a very targeted and directed strategy to develop our human resources.
In this second Decade of Freedom our debates on the challenges in education will increasingly have to shift to the improvement in the quality of outcomes, and less on resources and input. I believe that teacher development, the ability of all our institutions to deliver the curriculum and partnerships in education will be critical factors in our success.
One of the most serious challenges facing education, is the drop-out rate. At the moment only half of the 80,000 learners who enter Grade 1, complete matric.
According to UNESCO, we have a functionally illiterate population of about 1.13 million people in the Western Cape. In other words, all those with less than seven year's schooling or none at all, constitutes 36 percent of the population of the province!
Last year, in the whole of the country only five percent of almost 500,000 candidates passed maths on the higher grade. In the Western Cape alone, of the 4,268 Maths Higher Grade Candidates, only 1,478 were black. Even worse, only 305 African learners passed Maths Higher Grade.
The Trends in International Mathematics and Science Study (TIMSS), released a report conducted in 1998/9 on numeracy, literacy, life skills levels, mathematics and science.
The report shows that South Africa performed worst of all 38 participating countries in all areas, including against our African counterparts in Tunisia, Mauritius, Morocco, Botswana, Uganda, Madagascar, Mali, Malawi, Senegal, Nigeria and Zambia!
This report makes one begin to understand why a company like Sasol cannot find about 2,000 qualified mechanics, welders and riggers among South Africa's 4.6 million unemployed workers.
It makes one begin to understand why South Africa, right now, has as many as half-a-million vacant posts in computer technicians, financial managers, artisans and other professionals!
It is estimated that our country needs to produce at least 13,000 engineers each year in order to cope with the expected economic development boom in the next few years. Yet, last year the Engineering Council of SA registered just over 3,000 engineers.
Unless we are able to improve the quality of our matric passes and performance in mathematics, science and accountancy, we will not meet these targets.
The levels of numeracy and literacy of all our learners, and the performance of our schools in mathematics and science, are important indicators of our reversal of, and liberation from, the legacies of apartheid in education.
This needs to start, as our draft strategy suggests, with an integrated approach to the physical, social and cognitive development of all 0 - 4 year olds living in the province.
Although our mandate as education begins at grade R, I am pleased that progress is being made with an integrated ECD strategy between Health, Social Services and Education in the province. I am convinced that if our combined effort can reach all communities, we will see real progress in the GET and eventually FET band. We simply have to ensure that a solid foundation is laid at grade R so that all learners from grades 1 to 6 can read, write and calculate at levels determined by the national curriculum.
Another key challenges for the department this year will be to prepare our learners, teachers and parents thoroughly for the introduction of Further Education and Training in our schools and colleges planned for next year.
My colleague, Finance MEC Lynne Brown has allocated R394.3m over the next three years to improve the flow of pupils through the FET programme with better courses and facilities.
Already, the department has initiated various interventions in previous years to improve learner performance in numeracy, maths, science and technology. This includes teacher training, developing support materials, regular diagnostic testing and special interventions.
The results of our 2004 Senior Certificate, or Matric exams, gives me reason for confidence and optimism.
In the last three years the number of learners who enrolled for the Senior Certificate examination increased progressively. Although our percentage pass rate of 85% for 2004 represents a slight drop of 2,1% compared to 2003, all indications are that the quality of our education is improving, although slowly and steadily.
For example: the number of candidates achieving endorsement, increased from 10,323 in 2003, to 10,524 in 2004 - which is an increase of 201 learners.
The number of Distinctions increased from 2,170 to 2,202, which is 23 learners; 330 more learners passed maths on the higher grade; and 45 more passed physical sciences on the higher grade;
Seventy percent of our 386 high schools have recorded a Distinction Pass Rate of more than 80%. Of these, 157 schools have achieved a pass rate of 96% or more.
I believe there is considerable room for improvement, but the figures mentioned mark the steady but significant growth that we aim to achieve over the next five years.
Last year, after this new Provincial Government was sworn in, the Premier launched a 100-days-delivery campaign. As education we had to complete the building of, and move learners of the Usasazo High School in Maitland, to Khayelitsha.
Secondly, we had to make sure that at least 50 percent of twelve schools still without electricity, must have been electrified. I am proud to say we have delivered on all of this, exceeding our targets.
Similarly, after the Cabinet Lekgotla in January this year, the Premier has now instructed us to deliver before the end-of-April, the following:
- Start-up kits for 30 Grade R sites in poor areas
- 80 Bursaries for Maths and Science Teachers
- Sod turning for seven new schools
- 320 high schools to have computer labs
In addition to the Premier's April-targets, this year some of the most daunting challenges for us in education will include the following:
- Finalise our policy of when is a school full. At the moment we have a guideline of 35 - 38. If we want to create a climate for the provisioning of quality education, we need to bring down the numbers of overcrowded classrooms, and make optimal use of available space. This has never been done before in our province, making it difficult to plan for infrastructure. This policy, together with our early admission campaign are central to making sure that we establish a learning home for all our learners. We are committed to full consultation with stakeholders in this regard.
- Developing a comprehensive Physical Resources Plan as part of the overall Provincial Education Plan. It is estimated that we need to build 65 new schools in the province. To meet this demand we will have to access additional resources and that is why it has become critical for us to complete our land audit of unutilized education property for possible alienation by public works to generate additional funds to build the extra schools we need, faster. A recent offer from certain pension fund creates a real possibility of establishing PP's to speed up the process further. Discussions with Provincial Treasury and Public Works have started in earnest.
- By the end of this year all our historically disadvantaged high schools should be equipped with sattelite dish, TV and VCR, which will give them access to various learning programmes. All our high schools will also be equipped with computer labs.
- Transformation of the civil service, especially with regards to employment equity and representivity. It is critical that our department, schools and institutions become representative of the communities they serve. We should see this as a challenge and work together to achieve this goal.
- Ensuring that all our schools comply with legislation when it comes to the setting of school fees and the management of applications for full or partial exemptions from such fees. I will not support parents who can afford to pay school fees set by a legitimate process of the school and simply refuse to do so. At the same time we can never allow a situation where some of our principals keep back reports of learners whose parents have not paid school fees. In certain instances this has led to the humiliation of learners in front of their peers.
- With regards to our programme of building human capital, we want every school to have a dynamic Representative Council of Learners (RCL) and School Governing Body (SGB), and that these are organised at a provincial level to become a partner with the WCED in the provisioning of education.
- Our initiative to form an Association of Retired and ex-Teachers, to utilize their skills to further assist in improving the quality of our education is on track and part of our social capital strategy.
- We are determined to further strengthen our education partnership by ensuring that the Western Cape Education Foundation becomes fully functional. This foundation will assist in strengthening our relationship with the private and NGO sector and provide a platform where interventions can be guided and experiences shared.
These then are some of the challenges that we face as we try and develop a human capital strategy for our province.
When I came into office, I found a situation where, for instance, some of our children still have to get up in the early morning hours to take a bus, and drive past an existing school in the town to an adjacent town of some 10 kilometres or further away.
When one asks "why?", the answer was that "the school is full". And yet the school to which the learners were being transported, is doubly overcrowded.
I found a situation where there were two schools in a town, one historically white with empty classrooms, low learner numbers and lots of resources.
The other school in the historically disadvantaged community is normally overcrowded and have very few resources, with parents battling to keep up with the payment of school fees because of poverty levels.
When one asks "why not amalgamate?", the standard answer is: "it will lead to the lowering of standards, safety concerns and overcrowding...".
I found a situation where some schools have more than 12ha of land, a fully-fledged sportsfield, school hall, fully equipped science laboratory, television, technological and digital equipment; and computer lab with internet access.
On the other hand, when I came into office, twelve schools in the rural areas did not even have electricity or proper sanitation facilities!
Ladies and Gentlemen, the challenges may seem huge, but the mandate is simple, and that is: how do we use the education system and our schools as vehicles to provide society with the best possible equipped learners that will assist in building the economy and adding value to community life?
To this end, we have some serious challenges in providing the knowledge, skills, values and attitudes for iKapa Elihlumayo. When we embarked on this mission to build this Learning Home for All, we were not naïve to think that it was going to be easy.
After Ten Years of Freedom, some of our children still have to battle for access to a public state school. Some of our schools have shown a willingness to assist in providing space for learners while others have clearly resisted our attempts to apply the provisions of the SA Schools Act in regard to admissions.
I am sure that the school capacity guideline will assist with the implementation of our admission policy. There must be an acceptance that all our 1,471 public state schools belong to all our children - Coloured, White, African, rich, middle-class, poor, Muslim, Jew, Christian.
This does not imply that we are against schools that offer single medium instruction. There is clearly an important role for such schools. The Mikro matter has been misconstrued by many as an attack on Afrikaans. I have stated right from the outset that it was about access of learners who reside in the immediate proximity of the school.
The Kuilsriver community has changed dramatically over the last decade, creating demands on our existing schools. It was this demand for access to education, which guided our approach.
Whilst the matter will now be heard by the Supreme Court of Appeal, we need to continue the process with all role-players in Kuilsriver to develop a plan for education in that community, which meets the needs of all learners.
The last few weeks have seen various incidents of violence in our schools, the latest high-profile incident being at the Ned Doman High School in Athlone, where 15-year-old Marewaan Blankenberg was stabbed to death, allegedly by fellow learners.
Our Safer Schools Directorate is involved in ongoing work to secure the safety of our learners and teachers. To this end we have applied for 50 schools, initially, to be declared gun-free zones. We are also applying for about 2,000 extra safety resource officers, to be deployed to schools at risk.
In addition, the Premier has also appointed a team headed by retired teacher Eddie Snyders, to try and find answers as to why the incident occurred, and advise on ways of how to promote and improve diversity management in our schools.
We recognise that there is a great deal of work still to be done in improving the levels of discipline, respect and tolerance among some of our learners.
For this reason we have initiated a series of consultative meetings with learner representative councils, to work with them as partners in the promotion of safety and diversity management.
In addition, early in the new quarter, the Premier will address a special assembly of all school principals in the province to talk about promoting diversity and non-racialism.
Last year I was confronted with my first serious challenge in office, when there was a possibility that up to 1,800 teachers could be retrenched.
Needless to say, this has seriously threatened the stability of education and the teaching profession in the Western Cape. I therefor want to thank the Premier, my colleague MEC Brown and Minister Naledi Pandor, for the additional funding, which not only helped save 1,800 teaching posts, but also employ an additional 365 teachers.
But the further good news is that with the recent budget allocation, we are now able to grow our teacher establishment with another one-thousand teachers over the next three years! We can thus look forward to a period of stability and growth in Western Cape Education.
The morale of our teachers, their qualifications, experience and competence, are key indicators of the likely quality outcomes. Coupled with this is the state's role in the continuing development, support and resources allocated to the school and teacher. Leadership, discipline and the professional culture of staff can also contribute greatly to the quality of outcomes of a school.
Ladies and Gentlemen, much has been said about the debate on education in our country. Over the next two days, you will also have your opportunity to state your case.
Thank you for coming. This conference indicates our commitment to work with the education sector to meet the challenges we face head on. I hope that our discussions will enrich our Human Capital Strategy.
Beyond conference we need to work with our key stakeholders as we finalise the strategy for submission to the Premier. We have immense talent, commitment and passion in our province. I am confident that together we can make a learning home for all a reality in the Western Cape.
I thank you
For enquiries, contact Gert Witbooi: 082 550 3938, or gwitbooi@pgwc.gov.za.
Gert Witbooi
Media Secretary
Office of the MEC for Education
Western Cape
Tel: 021 467 2523
Fax: 021 425 5689
Visit our website: http://wced.wcape.gov.za
INtshona Koloni - iKhaya loMntu wonke
Die Wes-Kaap - 'n Tuiste vir Almal
