11 September 2017 | Prepared for Tshikululu/ FirstRand Foundation | Research Report | Research Report
Teachers, Parents And School Leaders Working Together To Improve Learners’ Education
The majority of South Africa’s children cannot read for meaning in any language at the end of grade 3. Patterns of under-performance are established in the foundation phase. A child’s performance in grade 4 correlates to their matric results (van der Berg, 2016). The unemployment rate is close to 27% and is higher for black youth at 39%. The percentage of skilled workers has increased (favouring white and Indian) except for blacks between the ages of 25 and 34 (StatsSA, 2016).
We know that the “education system needs urgent action” (chapter 9 of the NDP), but substantial public and private investment, policy change, and large scale reform interventions, have not significantly altered the further learning or work prospects of the majority of black children. No matter how you read the statistics – quantity or quality – South Africa performs poorly in terms of efficiency (getting learners through) and effectiveness (enabling them to be socially engaged and productive adults).
This deep-dive into ‘school leadership-teacher-parent relationships to achieve positive education outcomes for learners’ forms part of the ‘Art of Teaching and Learning’ bucket of systemic interest. The research is about practical steps that can be taken to improve collaborative relationships in school communities to improve the quality of basic education.
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