Takalani Samuel Mashau

Improving Participation in Quality Education in South Africa: Who are the Stakeholders?

Abstract Education is of importance in improving the living conditions of citizens all over the world. It is the only tool for individuals and states’ sustainable development. Educated nations contribute towards development of their states. Therefore, it is necessary for the states to offer quality education to its citizenry. The question which arises mostly is who should get involved in education. Community leaders and members, educators, parents and other stakeholders blame governments when education is of poor quality. It is, therefore, government which is ridiculed when education systems collapse. Quality education is the key towards individuals and state development, therefore everyone should be part of or involved in the provision of quality education. This conceptual paper, through involvement of different stakeholders in Singapore and the United States (US), would like to add a voice for South Africa and point out who are these stakeholders, and their roles and functions in the provision of quality education. The present paper also outlines the way in which all stakeholders are involved in the provision of quality education in Singapore and US and lessons for South Africa learn from these two countries.

Introduction of Traditional Leadership and Local Government Mayors and Councilors in Improving Learner Performance and Quality Education in the Limpopo Province

ABSTRACT The quality of education is enhanced by members of society where schools are situated. In urban areas, members of society, besides parents, educators and learners may be School Governing Bodies’ (SGB) federations, social partners (that is, teacher unions), student movements, Non-Governmental Organizations (that is, Development Foundation and Trust) industry owners and business leaders who can sponsor schools with different support services that can enhance quality of schools. In rural areas where schools are mostly under Quintile 1–3, society members might include Traditional Leaders, Traditional or Royal Council Members, Executive and local Mayors, Traditional Healers, Ward Councilors, Ward Committee Members, Civic Leaders and Business Leaders and qualified professionals (including retired ones). If educators, leaners and parents, with members of society mentioned above, can come together in supporting schools by whatsoever means they have, there can be some difference in the provision of quality education in the Limpopo Province. This assertion is informed by South African President’s 2016 State of the Nation Address in which education was declared as a “societal” matter. This is a paper which aims at bringing together unimagined members of society (traditional leaders and local government leaders) in the provision of quality education in the Limpopo Province. The paper used qualitative design where interviews were used to gather data from traditional council members and local mayors. The findings were that traditional leaders and local councils are not involved in education as there is no legislation stipulating their role in education. The paper also suggests mechanisms on how to include all members of society in education.

Causes of Overcrowded Classes in Rural Primary Schools

ABSTRACT The provision of quality education to all South Africans remains a commitment of South African democratic government since its inception in 1994. One of the milestones to achieve this is to provide adequate classrooms to more than 11 million learners in South African public schools who continue to receive education in overcrowded classrooms. Different societal organisations are calling upon the Department of Basic Education to address the shortage of classrooms in public schools. The provision of education in overcrowded classrooms has a negative impact on the performance of both educators and learners. The overcrowded classrooms, which are a common sight in many rural schools, create an obstacle in progressive activities of classroom teaching learning process. The research aims to investigate causes of overcrowded classes in primary schools in rural areas. Seven primary schools under Mamaila Circuit in the Mopani District were selected to form part of the research. From each school, two educators were sampled purposefully to participate in the research. The research was qualitative in nature and face to face semi-structured individual interviews were administered to participate in order to collect data. The findings of the study reveal that overcrowded classes are caused by lack of infrastructure such as classrooms. Some of the causes of overcrowded classes are having one school serving big community; the Department of Basic Education (DBE) takes long to build classrooms or to repair those that are damaged; the shortages of teaching staff and; principals who are looking to increase the enrolment of their school so that their salaries can be enhanced.

Teacher Education: The South African Context

Abstract Teacher education in South Africa is a matter of concern. It is a concern because students who chooseteaching as a career are few. The profession is surviving because of students who pass Grade 12 and find out thatthey are not qualifying to pursue their first prioritized, desired or chosen career in the university and hence turn toteaching as an alternative career. It becomes important to keep these teachers in the profession. It should alwaysbe remembered that teaching is a noble profession. It needs a professional individual who is dedicated to his workand who will practice roles of a teacher as per the norms and standards for educators. Teaching needs a professionalindividual who will be a role model to his learners. Students who choose teaching as a second choice and even thosewho choose teaching as their first priority career path need to undergo three components of teacher education inorder for them to remain in the teaching profession for their entire career. In this conceptual paper researcherswould like to emphasize the importance of incorporating three components of teacher education for the careerspan of teachers. The three components, which will lead the discussion, are initial teacher training, induction, andteacher development or continuing professional development.

Learners as Education Stakeholders: Do They Form Part of Decision-making in South African Schools?

Abstract Education systems all over the world are composed of different stakeholders. These stakeholdersvary according to countries. In some countries, stakeholders are identified and categorised and their roles andfunctions are stipulated, whereas in other countries, stakeholders are just recognised as mere entities withoutstipulating their roles and functions. Different stakholders in education cannot be ignored as they play a veryimportant and meaningful role in the provision of quality education. Stakeholders in this paper are learners becausethey mean a lot in education; without them, schools cannot exist. In this conceptual paper, researchers throughliterature review, investigated how schools value the contributions of learners in decision making as members ofSchool Governing Bodies (SGB). The paper also investigated challenges that confront learners in participating indecision making within the SGB.

Diversity in Africa: A Cause for Disunity?

Abstract Forefathers of the African continent preached for unity in Africa for years before 19th century. In the 21st century, some African leaders still preach the unity of Africa. It is the wish of Africans to become one nation, but there are many obstacles to deal with along the way in order to become and realize that one nation, a United States of Africa. Obstacles which cause disunity need Africans themselves to remove them along the way to unity. Currently, Africa has 54 sovereign states with diversity amongst them and their people or citizenry. The identified diversities are ethnicity, culture, race, ethnicity, language, socio-economic or class and religion. This conceptual paper investigates areas of diversity among Africans, and how can Africans minimize diversity in order to forge unity.

Management of Pregnant Learners in Secondary Schools: Perceptions of Educators

Abstract Educators are faced with challenges of teaching pregnant teenagers in their workplace. This study aims to examine management of pregnant learners in secondary schools in the Vhembe district of Limpopo Province, South Africa. A qualitative research approach was used to investigate the phenomenon from the educators’ perspective. The target population comprised of secondary school educators, school’s management teams and school managers. Focus group interview schedule was used to collect data from the participants. Data was analysed thematically. The findings revealed amongst others the following: lack of skills to teenage pregnancy management. The following recommendations were made: Educators need to be well equipped with skills that will enable them to deal with pregnant learners in schools. The government should give educators in-service training on how to manage pregnant learners. Educators should also form support group structures in schools, clusters and circuit level where issues on learners’ pregnancies can be addressed.

Education as an Essential Service: Does South Africa have Sufficient Support Services to Turn Education into an Essential Service?

Abstract The ruling party in South Africa, the African National Congress (ANC)’s sub-committee, after its first meeting in the Mangaung Conference (in 2012) and the ANC Lekgotla resolved that education should become an essential service. There is an outcry from different stakeholders that education cannot become an essential service. Some stakeholders indicate that education is not like any other special service and cannot be given essential service status. The idea of making education an essential service was derived from the Mangaung Conference Resolution, which states that there is general agreement that education has to be protected from disruptions. Disruption of schooling through industrial action and service delivery protests negatively impacts the stability of schools and the quality of education. In this conceptual paper, researchers are arguing that education cannot become an essential service as per the Labor Relations Act, and there are still schools, which are under-resourced throughout the country. The schools are physically, financially and humanly under-resourced. Schools and teachers still need basic support services and competitive salaries.

Constitutional Obligation: Funding Basic Education for Quality Education in South Africa (Constitutional Obligation)

Abstract The Constitution of the Republic of South Africa of 1996 is the supreme law of the country. No any other law is above the Constitution and Education and Ordinary Parliamentary Legislation were promulgated within the confines of the Constitution. Therefore, whoever contravenes the Constitution of the Republic of South Africa and other legislations is liable for punishment. The Minister of (Basic) Education has prerogative power of formulating policy on funding education in the Republic of South Africa according to law. The Constitution of the Republic of South Africa gives direction on how education should be offered, and supplementary legislation gives direction on how education should be funded. It directs on who should receive education and how education should be administered and funded for all citizens of the Republic regardless of race, colour, gender or creed. This paper examines whether South Africa, as a state, particularly the Department of Basic Education, is adhering and playing its role and/or its constitutional obligation or mandate in the funding for quality education.

Re-writing Grade 12 Examinations in South Africa: Students’ Dreams to Improve or a Sense of Neglect and Despair? (Re-writing Grade 12)

Abstract Passing Grade 12 examination is an ultimate aim of any student, while for those who fail, re-writing is an opportunity to attain the much needed matric certificate. The aim of this paper was to investigate challenges faced by students re-writing Grade 12 examinations. Focus group interviews were conducted to collect data from ten (10) students who were purposively sampled. The results show that students who were re-writing matric examinations were faced with a dilemma of writing Curriculum and Assessments Policy Statements (CAPS) examinations with topics that were relatively new to them, with no support provided to them from the Department of Basic Education (DBE). The study recommends that students who are re-writing matric examinations should be provided with adequate resources and also be allowed to attend classes in any public schools of their choice in preparation for their exams.