Date: 21/06/2004
Source: Ministry of Education
Title: M Surty: Education Dept Budget Vote debate, NCOP
SPEECH BY DEPUTY MINISTER OF EDUCATION, M SURTY DURING EDUCATION BUDGET VOTE DEBATE, NCOP, 21 June 2004
Madam Chairperson
Several months ago, prior to the elections, when I bade farewell to members of the National Council of Provinces, I casually remarked that it appears as if my destiny is intertwined with the destiny of the Minister. Little did I realise the prophetic importance of the statement which brings us together at this moment in time to face what I may describe as perhaps the most significant and critical challenge for the future of our country. Given her extraordinary ability and commitment, and the past co-operation we have both received from the Provinces, I am cautiously confident that we will achieve a measure of success in providing quality education to our people, especially the poorest of the poor.
It is a special privilege for me to participate in this debate and I am sure I do not have to persuade anyone of the attachment I have for the National Council of Provinces. More importantly, the manner in which your Select Committee is structured makes the committee the ideal vehicle to develop a holistic view of the scope and breadth of Education. We will be the first to agree that Sport and Recreation, Arts and Culture and Science and Technology are essential components of the spectrum and rich fabric of knowledge; an integrated approach to education and training must therefore be the correct approach. Incidental to this exercise is the need to co-operate and integrate our initiatives and programmes.
I wish to focus today on a number of initiatives and programmes of the Department of Education, which will give a flavour of the kind of work that is being done. It will also identify those areas of work which are considered most critical, and where urgent interventions are most needed.
The first initiative is named Dinaledi, but not after the Minister of Education. This programme is a comprehensive attempt to deal with the real concerns about the extent and the quality of the teaching of maths, science and technology. One hundred and two (102) schools have been selected by provinces as the lead institutions for Dinaledi. Over the past two years these schools have been provided with additional facilities and resources, including laboratories, and teachers targeted for special training in these areas. Already we have seen some of the effects of these interventions, with the Dinaledi schools achieving much better results in these subjects in the matric examinations.
But Dinaledi is not just about these one hundred and two (102) selected schools. It is intended to create sustainable models for improving the quality of teaching and learning in Maths, Science and Technology. Further to encourage many more learners, especially girls, to take these subjects, which are critical for the further development and growth of our nation. The planned introduction of a compulsory maths programme for every child in the new FET Curriculum, either in the form of mathematical literacy, or more traditional forms of maths, is an indication of our seriousness on this matter.
To expand these programmes to rural schools and in more townships the matter of salary incentives to encourage teachers with these scarce skills to work in hardship posts and in rural areas is under consideration. We must also co-ordinate closely with the Departments of Science and Technology, and Labour to respond to the vocational and career paths and the Research and Development areas that are necessary to match the acquired skills.
Also at a school level, but with a very different orientation, we have also given renewed attention to the role of sport and recreation. A healthy mind needs a healthy body, and all schools should include time for physical education, and for organised recreation. These are part of the curriculum, and not just a "nice to have" addition to teaching and learning.
For this purpose, we are working with Sport and Recreation South Africa to ensure proper integration, co-ordination and management of sport at school. We are quite clear that school sport is the domain of education, and we will take responsibility for its support. But at the highest levels of representative, competitive sport we need to acknowledge the role of national sports associations and federations. These bodies should be providing guidance and support to schools to ensure that learners have an opportunity to explore a variety of sporting codes, some of which they may not have even been aware of before. The recent media story about a young boy from Langa who has become a champion horse-rider is a good example of the extraordinary talent of our people, who need to be given opportunities to develop.
We would also be expecting Sport and Recreation South Africa, together with the various affiliated sports bodies, to assist in the provision of amenities for sport and recreation at schools, or in places where the pupils of a number of schools can access the facilities. In addition, Sport and Recreation South Africa need to assist in the management of competitive events at a representative level, and not leave these only to the voluntary sports associations like the United School Sport Association of South Africa (USSASA). Government must take the lead in this area, to ensure that all children have an equal opportunity to represent their district, their province, or their country. Perhaps if this occurs there will no longer be a need for quotas in sport.
As we pay attention to school sport and recreation we must be mindful that there are many indigenous games that have a particular meaning and place in different communities. By promoting these activities we will be able to promote social cohesion. Similarly, as we promote recreational activities such as chess to stimulate learners' creativity and thinking, similar goals can be achieved when learners participate in playing "morabaraba" and "diketo". Social cohesion can also be promoted through the revival of arts and culture in all our schools. Local government structures have a critical role to play in this area through co-ordinating programmes on the diverse indigenous customs. The promotion of an inter-generation dialogue programme between elders and the youth is an important strategy that can be considered by our local government structures. These programmes can be facilitated with the local Education Department.
A recent review of school governance found that school-governing bodies had found a high degree of support among all communities - both rich and poor. This is very positive, and provides a foundation for further development. But the report also noted that these governing bodies were constrained by the fact that they could only impact upon an individual school, and that there were no provisions for schools to co-operate outside of their school fences.
In some instances schools have initiated an organic clustering process, to facilitate a more collective approach, and a sharing of resources and facilities. This is very healthy; we cannot promise every school all the facilities it desires. But there should be no reason why every child could not have access to such facilities, if these were more centrally provided, and made available to a range of local schools.
This certainly points us to the significant role of local government structures (municipalities and district councils) in supporting the delivery of education. It is much easier for a local municipality to send in a grader to level a field than for Public Works or Education to go out on tender to get a contractor on site for the same purpose. It makes good sense for local government to do some of these things. A community library may be built in a location that allows a number of schools to use it during the morning, with the community using it in the afternoon and evenings. We must at the same time acknowledge and recognise that there are many municipalities and district councils that have included the provision of resources both in terms of infrastructure and services in their strategic plans. The role of South African Local Government Association (SALGA) in promoting awareness among the municipalities in relation to education provision must also be recognised.
We should scrutinise the Integrated Development Plans (IDPs) of local government, with a view to asking how these IDPs relate to the challenges of education provision. We ask also about the role of "ward committees" in the educational sector and encourage the establishment of education desks in municipalities, district councils and in the substructures of metropolitan areas. This is necessary to secure the ownership of public schools by the community, and for schools to become the centres of community life. Remember they are public schools, not state schools. Use them after hours for social, cultural, religious and sporting activities. This engenders a wonderful community spirit and enhances ownership of the institution and protects schools from vandalism and theft. We will also be continuing our dialogue with the South African Local Government Association (SALGA), to ensure that they also contribute to the provision of educational services, such as water and electricity, and, where possible, to provide these at preferential rates.
In short, we are calling for an approach that involves a number of national government departments, provincial governments, especially the Department of Education, as well as local government. We will also expect our people to contribute whatever they are able to - not only monetary terms, but in terms of time and support for the school, its principal and the teachers. Bear in mind that we decided in the Reconstruction and Development Programme that we would lead a people driven and people cantered revolution, not a bureaucratic one. Education is the responsibility of all of us, and quality education, to which we are committed, will only become a reality when we have mobilised every possible resource, every possible person, to make their special contribution.
I thank you
Issued by: Ministry of Education
21 June 2004
Source: Ministry of Education
Title: M Surty: Education Dept Budget Vote debate, NCOP
SPEECH BY DEPUTY MINISTER OF EDUCATION, M SURTY DURING EDUCATION BUDGET VOTE DEBATE, NCOP, 21 June 2004
Madam Chairperson
Several months ago, prior to the elections, when I bade farewell to members of the National Council of Provinces, I casually remarked that it appears as if my destiny is intertwined with the destiny of the Minister. Little did I realise the prophetic importance of the statement which brings us together at this moment in time to face what I may describe as perhaps the most significant and critical challenge for the future of our country. Given her extraordinary ability and commitment, and the past co-operation we have both received from the Provinces, I am cautiously confident that we will achieve a measure of success in providing quality education to our people, especially the poorest of the poor.
It is a special privilege for me to participate in this debate and I am sure I do not have to persuade anyone of the attachment I have for the National Council of Provinces. More importantly, the manner in which your Select Committee is structured makes the committee the ideal vehicle to develop a holistic view of the scope and breadth of Education. We will be the first to agree that Sport and Recreation, Arts and Culture and Science and Technology are essential components of the spectrum and rich fabric of knowledge; an integrated approach to education and training must therefore be the correct approach. Incidental to this exercise is the need to co-operate and integrate our initiatives and programmes.
I wish to focus today on a number of initiatives and programmes of the Department of Education, which will give a flavour of the kind of work that is being done. It will also identify those areas of work which are considered most critical, and where urgent interventions are most needed.
The first initiative is named Dinaledi, but not after the Minister of Education. This programme is a comprehensive attempt to deal with the real concerns about the extent and the quality of the teaching of maths, science and technology. One hundred and two (102) schools have been selected by provinces as the lead institutions for Dinaledi. Over the past two years these schools have been provided with additional facilities and resources, including laboratories, and teachers targeted for special training in these areas. Already we have seen some of the effects of these interventions, with the Dinaledi schools achieving much better results in these subjects in the matric examinations.
But Dinaledi is not just about these one hundred and two (102) selected schools. It is intended to create sustainable models for improving the quality of teaching and learning in Maths, Science and Technology. Further to encourage many more learners, especially girls, to take these subjects, which are critical for the further development and growth of our nation. The planned introduction of a compulsory maths programme for every child in the new FET Curriculum, either in the form of mathematical literacy, or more traditional forms of maths, is an indication of our seriousness on this matter.
To expand these programmes to rural schools and in more townships the matter of salary incentives to encourage teachers with these scarce skills to work in hardship posts and in rural areas is under consideration. We must also co-ordinate closely with the Departments of Science and Technology, and Labour to respond to the vocational and career paths and the Research and Development areas that are necessary to match the acquired skills.
Also at a school level, but with a very different orientation, we have also given renewed attention to the role of sport and recreation. A healthy mind needs a healthy body, and all schools should include time for physical education, and for organised recreation. These are part of the curriculum, and not just a "nice to have" addition to teaching and learning.
For this purpose, we are working with Sport and Recreation South Africa to ensure proper integration, co-ordination and management of sport at school. We are quite clear that school sport is the domain of education, and we will take responsibility for its support. But at the highest levels of representative, competitive sport we need to acknowledge the role of national sports associations and federations. These bodies should be providing guidance and support to schools to ensure that learners have an opportunity to explore a variety of sporting codes, some of which they may not have even been aware of before. The recent media story about a young boy from Langa who has become a champion horse-rider is a good example of the extraordinary talent of our people, who need to be given opportunities to develop.
We would also be expecting Sport and Recreation South Africa, together with the various affiliated sports bodies, to assist in the provision of amenities for sport and recreation at schools, or in places where the pupils of a number of schools can access the facilities. In addition, Sport and Recreation South Africa need to assist in the management of competitive events at a representative level, and not leave these only to the voluntary sports associations like the United School Sport Association of South Africa (USSASA). Government must take the lead in this area, to ensure that all children have an equal opportunity to represent their district, their province, or their country. Perhaps if this occurs there will no longer be a need for quotas in sport.
As we pay attention to school sport and recreation we must be mindful that there are many indigenous games that have a particular meaning and place in different communities. By promoting these activities we will be able to promote social cohesion. Similarly, as we promote recreational activities such as chess to stimulate learners' creativity and thinking, similar goals can be achieved when learners participate in playing "morabaraba" and "diketo". Social cohesion can also be promoted through the revival of arts and culture in all our schools. Local government structures have a critical role to play in this area through co-ordinating programmes on the diverse indigenous customs. The promotion of an inter-generation dialogue programme between elders and the youth is an important strategy that can be considered by our local government structures. These programmes can be facilitated with the local Education Department.
A recent review of school governance found that school-governing bodies had found a high degree of support among all communities - both rich and poor. This is very positive, and provides a foundation for further development. But the report also noted that these governing bodies were constrained by the fact that they could only impact upon an individual school, and that there were no provisions for schools to co-operate outside of their school fences.
In some instances schools have initiated an organic clustering process, to facilitate a more collective approach, and a sharing of resources and facilities. This is very healthy; we cannot promise every school all the facilities it desires. But there should be no reason why every child could not have access to such facilities, if these were more centrally provided, and made available to a range of local schools.
This certainly points us to the significant role of local government structures (municipalities and district councils) in supporting the delivery of education. It is much easier for a local municipality to send in a grader to level a field than for Public Works or Education to go out on tender to get a contractor on site for the same purpose. It makes good sense for local government to do some of these things. A community library may be built in a location that allows a number of schools to use it during the morning, with the community using it in the afternoon and evenings. We must at the same time acknowledge and recognise that there are many municipalities and district councils that have included the provision of resources both in terms of infrastructure and services in their strategic plans. The role of South African Local Government Association (SALGA) in promoting awareness among the municipalities in relation to education provision must also be recognised.
We should scrutinise the Integrated Development Plans (IDPs) of local government, with a view to asking how these IDPs relate to the challenges of education provision. We ask also about the role of "ward committees" in the educational sector and encourage the establishment of education desks in municipalities, district councils and in the substructures of metropolitan areas. This is necessary to secure the ownership of public schools by the community, and for schools to become the centres of community life. Remember they are public schools, not state schools. Use them after hours for social, cultural, religious and sporting activities. This engenders a wonderful community spirit and enhances ownership of the institution and protects schools from vandalism and theft. We will also be continuing our dialogue with the South African Local Government Association (SALGA), to ensure that they also contribute to the provision of educational services, such as water and electricity, and, where possible, to provide these at preferential rates.
In short, we are calling for an approach that involves a number of national government departments, provincial governments, especially the Department of Education, as well as local government. We will also expect our people to contribute whatever they are able to - not only monetary terms, but in terms of time and support for the school, its principal and the teachers. Bear in mind that we decided in the Reconstruction and Development Programme that we would lead a people driven and people cantered revolution, not a bureaucratic one. Education is the responsibility of all of us, and quality education, to which we are committed, will only become a reality when we have mobilised every possible resource, every possible person, to make their special contribution.
I thank you
Issued by: Ministry of Education
21 June 2004
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