Date: 02/05/2003
Source: Ministry of Education
Title: Asmal: Statement after visit to Eastern Cape


STATEMENT BY THE MINISTER OF EDUCATION, PROFESSOR KADER ASMAL, MP, AFTER HIS VISIT TO THE PROVINCE OF THE EASTERN CAPE FROM 29 TO 30 APRIL 2003

I visited the province of the Eastern Cape from 29 to 30 April. I had gone there as a friend of the province, to support the efforts of the Government to improve the delivery of educational services. I went there as part of an exercise in introspection and critical reflection.

During the visit, after consulting the MEC for Education, Ms Nomsa Jajula, the new Superintendent-General, Reverend Lulamile Mbete, members of the Interim Management Team seconded by my Department to the Eastern Cape, and other officials, I came to the conclusion that there are two levels of action that can be taken. First, short to medium-term action can be taken the Eastern Cape Education Department and schools without the deployment of extra resources. Second, there are long-term issues that require political and administrative intervention by the higher echelons of Government.

I wish to concentrate on four issues that arose from my visit. Firstly, I should like to reflect on the visits I made to schools. I visited five schools and a Further Education and Training College. The collective characteristics of the schools were similar to those that can be found in most schools in our country. I found schools that were well run. These schools, as can be expected, tended to perform better on several national indicators, including the Senior Certificate examination. The schools that tended to perform at less than optimum levels were the schools that are not well run.

The main issues of concern at the schools were all implementation related. These are issues, which, in my view, require immediate action in order to inspire improvement in the provision of quality education to our children. I found, for example, that many of the school I visited did not have School Development Plans as required by the South African Schools Act. Schools clearly need urgent assistance from district officials with training and monitoring to ensure that schools fulfil their policy obligations.

I also found that some schools did not have information on what is financially due to them in terms of the Norms and Standards for School Funding. District officials should, in the spirit and letter of the Access to Information Act and the South African Schools Act, immediately provide such information to schools.

I found that some schools had overgrown grounds and less than clean toilets and classrooms despite the presence of grounds and cleaning staff paid for by the provincial Department. Such a problem requires no further resources, but the strict application of the management prerogative of respective officials at the schools and at district level.

The most disturbing development I found at two schools was the expulsion of two principals by students in the past month. Students have no right to dismiss teachers and principals. Only the Superintendent-General can do so, after due process and on the basis of convincing evidence of wrongdoing. In both schools, I spoke to the students and urged them to be ready for the return of the principals. I expect the district and provincial officials to act swiftly to ensure that the two principals resume their duties, and that problems that led to their illegal expulsion are resolved.

The second main issue related to the translation of the provincial education budget into resources. It is crucial, for example, that funds allocated to textbooks should be translated into textbooks in classrooms. This requires the provincial education department to put in place and strictly adhere to efficient systems. In the case of textbooks, systems of procurement and textbook delivery are important.

In order for these systems and procedures to operate, we need management structures to monitor the processes, and to hold various parts of the system accountable.

The third issue I want to mention relates to the medium to long-term challenges that are budget related. We need an analysis of how best to utilise the resources that are available to us. We also need to demonstrate efficiency gains to give confidence to the provincial and the National Treasury on our capacity to use resources efficiently and effectively.

Finally, I report on my meetings with teacher unions on 29 April. My meetings with the three main unions - Sadtu, Naptosa and SAOU - convinced me about the willingness of our key social partners to co-operate with the provincial Education Department in finding solutions for problems facing education.

We need to build on this willingness by engaging in confidence building measures to build relations of trust between the various role players. I urge the provincial education department and the Interim Management Team (IMT) to develop a programme of action for the implementation of education that is supported by all major stakeholders. We build enthusiasm on the part of stakeholders like teacher unions to own and implement whatever plan we develop to turn things around.

I am indeed looking forward to the report and recommendations of the Interim Management Team.

I urged the provincial education department to do an immediate follow-up to the report of the Auditor-General on the state of education in the Eastern Cape. I briefed the MEC and officials on the contents of the report. I expect that corrective measures will be instituted to deal with the problems contained in the Auditor-General's report.

I wish to thank the MEC and all the officials and teachers who facilitated my visit. I am confident that with collective effort, we shall be able to put things right and give our children the quality education and training they deserve.

Issued by Ministry of Education
2 May 2003