A recent survey among teachers in South African public schools has highlighted the reasons behind the country's struggling education system. The survey asked teachers to suggest changes they would make if they were the Minister of Education. The responses pointed to several key areas that need attention, including the legislative burden on teachers, the curriculum, and overcrowded classrooms. These issues have contributed to the downward spiral of the education system.
One of the common responses from teachers focused on easing the legislative burden on them. They face a complex regulatory framework defined by core legislative acts, laws, and rules that govern their employment, professional conduct, and school operations. Many teachers called for the scrapping of the Basic Education Laws Amendment (Bela) Act, which they believe disempowers teachers and places education under greater control of the state. Some also suggested removing school governing bodies (SGBs), which they feel do not improve the teaching and learning culture in schools.
The Curriculum and Assessment Policy Statement (Caps) was also identified as an area that needs revamping. Teachers believe that the current curriculum is too rigid and does not cater to the diverse abilities and capabilities of pupils. They suggested a more balanced and flexible curriculum that includes practical subjects and allows for different learning styles. For example, some teachers proposed making pure mathematics an optional subject, while mathematical literacy could be phased out. Additionally, skills-based subjects could be added to ensure that pupils' divergent abilities are met.
Teachers also emphasized the need to address the issue of overcrowded classrooms, which results in a high teacher-pupil ratio. This leads to a significant paperwork overload on teachers, taking away from their core responsibilities. To address this, teachers suggested reducing class sizes and allowing them to focus solely on teaching during school hours. They also proposed that teachers should be specialist teachers, teaching only one or two subjects, and that they should be professionally qualified with at least a two-year internship before being placed in permanent positions.
Another area of concern is the treatment of Grade R pupils, who were previously part of the Early Childhood Development (ECD) phase but were moved to the Foundation Phase in primary schools under the Bela Act. Teachers believe that Grade R pupils should be part of the ECD phase, and that their education should be handled accordingly. To effect positive change, school leaders must be willing to confront underperformance and mediocrity head-on, and be undaunted when engaging in difficult conflicts with unions, unmotivated staff, and politically-aligned Education Department officials.
The survey also highlighted the need for better leadership in schools. Teachers believe that a school's success or failure rises and falls with a principled principal and school management team. To address this, the appointment of courageous leaders who prioritize the education of pupils over appeasing their political masters is crucial. Corruption, nepotism, and the selling of posts must also come to an end. The collusion among principals, school management teams, SGBs, and Education officials must be severed as a matter of urgency.
If these reforms are implemented, there is hope that the education system can be turned around. Teachers believe that a return to basic functionality, such as ensuring that there is a teacher in front of every classroom on time, teaching every single day, is essential. With these changes, the education ship can start sailing towards educational excellence, ferrying pupils through tranquil waters towards a brighter future.
Key points
- South African teachers identify legislative burden, curriculum, and overcrowded classrooms as major challenges in the country's education system.
