Herzlia Weitzmann Primary School, 6 March 2000
The Conference Chairperson
School Principals
Educators
Colleagues
Shalom
Apartheid enslaved many of us politically, economically, physically and geographically. It enslaved all of us educationally, socially and spiritually. Whilst we have overcome enormous adversity to achieve our democracy and the opportunity of hope and fulfilment for all South Africans we should not forget the words of Bertolt Brecht who wrote in his Songs of the Soldier of the Revolution:
When the difficulty
Of the mountains is once behind
That's when you'll see
The difficulty of the plains will start.
We have attempted to chart a course across the plains since 1994 and are involved in ongoing course corrections and adjustments. I am reminded of a nation that traversed a desert for 40 years on its way to a promised land. Its people encountered several obstacles and self-doubt along the way but their faith dragged them to their dream. On reaching their promised land they had to learn to govern and organise their nation so that it would develop, thrive and survive. They had to set up systems, processes and procedures to ensure harmonious functioning and peace. They had to deal with the difficulty of the plains.
I thank you for inviting me to share in your conference and I hope you will share your experience in dealing with "the difficulty of the plains".
One of the issues I have been asked to address is the "Role of Independent Schools in the future of education in South Africa."
In January, I called upon all South Africans in the spirit of Tirisano (which means working together) to join hands with my Ministry and provincial education authorities to identify and address the most urgent problems in education. Several problems were highlighted, for example, dysfunctional institutions, lack of basic facilities, high levels of ill literacy, crime and violence in schools and the impact of HIV /AIDS.
As part of mobilising citizens to build a South African education and training system for the 21st Century, I identified nine priorities that collectively formed the basis of a strategy for the development of a fully functioning education and training system that would drive South Africa into the 21st century and contribute to the health and prosperity of the nation.
The underpinning policy elements remain as in the first Education White Paper, namely, access, success, quality, equity and redress. However, these elements have to be viewed in the context of the changes since 1994 and within the current needs of the education and training system.
The nine priorities focused on building effective provincial systems, reducing youth and adult illiteracy, fostering positive relationships between schools and communities, ameliorating physical conditions in schools, enhancing teacher performance, making outcomes based education work, developing viable Further and Higher Education and Training sub-systems and tackling HIV / AIDS.
How will you, as Independent schools, respond to my Call to Action? As independent schools you are not separate from the public school system but you are still South African schools. What actions will characterise your South Africaness?
Will you align yourselves with the nine priorities? Will you help to find solutions to the most urgent problems in education I have identified?
How will you demonstrate your commitment to the development of a fully functioning education and training system that will drive South Africa into the 21st century and contribute to the health and prosperity of the nation? To what extent will you participate in a fundamental re-assessment and re-thinking of the very basis and foundations of our education and training system? How will you, as independent schools contribute to the preparation of our people for citizenship and nationhood? How will you ensure that you celebrate the rich diversity and heritage of our people even as you focus on your own? Are you organised and positioned to develop the skills and intellectual tools necessary to engage with the rapid changes resulting from the communications and information revolution; and the introduction of innovations in the learning and teaching process based on new technologies?
Will you use your resources; your expertise, your capacity and your commitment to root yourselves in the South African educational landscape or will you emerge as islands in a communal sea. Will the general public experience you as an elite group that concentrates its energies inwardly or will your actions lead the public to perceive you as a group that has some unique characteristics but is nonetheless ensconced in the broader societal milieu? The choices are yours to make.
In responding to these challenges you will arrive at an understanding of the "Role of Independent Schools in the future of education in South Africa."
The second issue I will address is the future of OBE and Curriculum 2005.
All our education policies and practices are subject to ongoing, cyclical and focused reflection and review. This is a necessary and expected process that indicates a structured, critical, disciplined and responsible approach by the national and provincial education authorities. The current ministerial Review Committee is but one mechanism linked to this ongoing process. It would be a serious error to assume that the institution of the review committee amounts to a rejection of OBE and C2005 or a vote of no confidence in education officials, teachers and school management teams.
It must be clearly understood that Outcomes Based Education remains the chosen approach of government and that the decision to apply it across the entire education system is not under reconsideration at this time. The review is an honest and rigorous reflection on our interpretation, "packaging", curriculum design and implementation of outcomes based education.
The Curriculum Review Committee has been asked to focus on issues related to the structure of the curriculum, the level of teachers' understanding, the effectiveness of training, the conditions necessary for successful implementation (success factors), any actions that need to be taken to improve and strengthen general implementation and the implementation of Grade 4 and Grade 8
I assume that independent schools have had to deal with similar issues in their implementation of Curriculum 2005 and that they would have contributions to make to the review process. Please engage the Review Committee on these matters.
The review committee is geared to make its findings and recommendations by the end of May 2000; those that are accepted by my Ministry will impact on the implementation of C2005. Whether the accepted recommendations engender minor modifications or even radical overhauling of plans, they will be acted upon at the appropriate time, with a commensurate sense of responsibility, discipline and accountability.
It is logical to assume that Grade 4 and Grade 8 will be introduced as planned in 2001. If there were recommendations from the review committee that could be infused in this introduction they would be included. This will not be a new cohort of learners but the natural flow through of learners currently in Grades 3 and 7. Any substantive recommendations of the review committee would be carefully thought through, thoroughly planned and properly implemented within reasonable time frames.
CONCLUSION
The independent schools network, of which you are a part, has access to and control over substantial resources for education. What shared vision guides the use of these resources such that they impact on the country in general? In particular, how will you, as independent schools, use your resources to assist in breaking the back of illiteracy amongst youth and adults and how will you join the fight against the spread of HIV / AIDS?
We need to remind ourselves yet again of the words of Bertolt Brecht:
When the difficulty
Of the mountains is once behind
That's when you'll see
The difficulty of the plains will start.
How will we, collectively and individually, deal with the difficulty of the plains?
Shalom