Western Cape Education Department



Western Cape Education Department

Focus Schools: Conceptual Plan

October 2006

“Providing access to Excellence”

Vision: Schools of Excellence

Mission: To provide access to excellence

To foster research and development

To promote career pathing and youth development

To offer learners high quality knowledge and skills in a focused curriculum

Introduction and background

The implementation of the new South African National Curriculum (2004) together with the Western Cape’s Human Capital Development Strategy (2005) provide the opportunity for the development of focus schools, which provide redress and access for learners in various educational fields. The fields identified are Arts and Culture, Engineering, Business, Commerce and Management studies and Mathematics, Science and Technology. These educational fields were previously not accessible to many learners and they are fields that can contribute to the development of needed skills for the South African economy.

In line with the provincial goals of iKapa elihlumayo the WCED aims through the focus school project to:

• increase the participation and success rates of learners, especially previously disadvantaged learners,

• expand the number of FET learners who qualify to enter higher education and

• improve access to higher education especially for learners from poor families

The selected schools are to become pathfinders and lead institutions in their fields, offering quality education in their communities. The schools are to ensure excellence in the nurturing and comprehensive development of learners with talent, interest or aptitude. In addition, the focus schools are to provide the young people in areas such as Khayelitsha, Mitchell's Plain, Elsies River, Oudtshoorn with the attitude, social and intellectual skills for nation building and economic development.

Providing high quality schooling is a priority for the WCED and the focus school initiative is one such programme aimed at building on good practice towards the notion of schools of excellence. The Focus school concept aims to add rigour and innovation to the education arena providing opportunities for improved achievement of learning outcomes for learners.

2. Strategy

The strategy for the establishment of focus school entails the following:

• Identification of well-managed schools based in historically disadvantaged communities.

• Recruitment of learners with the potential to be successful in the focus curriculum programmes.

• Markedly increase the access of disadvantaged youth to higher education and the world of work.

• Training of enthusiastic management staff and competent teaching staff, representative of the demography of the Western Cape.

• Providing the school with the required equipment, learning and teaching material, and curriculum support for effective teaching.

• Using the school to conduct research and for the development of programmes and strategies to improve learning and teaching.

• Providing residential facilities for learners

• Providing for diversity

• Exposing the youth to high-level curriculum knowledge and skills.

• Raising the level of community involvement, in particular the business sector, in education

• Develop partnerships with other relevant role-players in the specific educational fields.

The strategies are aligned to the four aspects of the Human Capital Development strategy which include;

A focus on improving the conditions for education

• Working to improve the educational environment

• Improving the quality of education

• Provide opportunities for skills and qualifications

Benefits

• Throughput of excellent learners

• Provision of Quality education

• Preparation of learners for tertiary education

• Development of future specialized professionals for the world of work

• Development of youth role models

• Centre for learning and sharing

• Base for exchange programmes and twinning opportunities

• Contribute to social cohesion, human capital and economic growth

Underpinning Principles

The following are the underpinning principles that guide the development of Focus Schools;

□ Best Practice - insight into ways schools build their capacity to extend the effectiveness of learning

□ High standards – identify new priorities and strategies to achieve increasingly high standards

□ Self Assessment – monitor and measure performance against agreed goals

□ Innovation – opportunities for creativity and innovation

□ Professional Learning Communities – regularly seek and share learning and act on what they learn

□ Quality Teaching – supports effective pedagogy that results in high quality learning outcomes

Project Management Team

The implementation of the Focus School Initiative and the conversion of schools into focus schools began in 2005 and will be on going until 2008 and beyond. The team comprises;

• A project manager

• A sub-project manager from Khanya who manages the completion of the building of the necessary facilities and infrastructure

• A sub-project manager from the Directorate: Physical Resource Planning who facilitates the submission of building plans to the Department of Public Works for approval.

• Senior Curriculum Planners and advisors responsible for curriculum and professional development.

• An administrative assistant

The team visits the schools on a regular basis, to support and assist schools to manage the building process, monitor the budget and to advise regarding curriculum matters. Regular reporting mechanisms are encouraged to ensure that all involved with the project are informed about developments and to communicate the gaps and risks that require intervention.

In addition, the Khanya representatives in each EMDC assist schools to procure IT equipment and together with the Centre for Innovation (CEI) set up training courses for teachers to develop their ICT skills.

At EMDC level, the project is supported through systems and structures designed by the EMDC to ensure that the Focus Schools are guided and supported on their journey towards providing access to excellence. The suggested team is:

|Role |Responsibility |

|Project co-ordinator |Overall responsibility, and ensure the role-players implement at |

| |agreed upon. |

|Deputy Director Administration /School based management |Monitor the finance management of budget allocated to schools as |

| |per business plans. |

|Curriculum pillar: CCA and subject specific advisors. |Offer and Support professional and curriculum development e.g. |

| |subject knowledge development, skill development, training, |

| |camps, use of equipment and LTSM, learner development, career |

| |choices. |

|IMG pillar: Head and specific Circuit managers |Support and offer leadership and direction to the SMT of schools |

| |e.g. timetabling, posts, marketing of school, school development |

| |plans. |

|SLES pillar: A school psychologists assigned to the focus schools|Offer emotional support and to assist with for example moral |

|in the EMDC’s |development, conflict situations and career choices. |

|Khanya representative |Assist with the procurement of equipment and the completion of |

| |legal agreements. Qualities assure buildings and infra-structural|

| |work done. Offer ICT training. |

At school level the suggested team is:

|Role |Responsibility |

|Principal |Overall co-ordination of the implementation of project ensures the subjects are|

| |efficiently and effectively implemented reports progress to circuit manager and|

| |HO representative. |

| | |

| |Market the school; annually increase learner numbers with an increased pass |

| |rate of 10% annually per focus subject. |

|School based project manager |Ensures that all aspects linked to project are being done. Offer the equipment |

| |and space as required for the implementation of the subject, monitors and |

| |reports progress to principal. |

| | |

|Learning field subject teachers |Attend training sessions and offer quality subject teaching. Sets target and |

| |use equipment maximally. Offer exhibitions of work produced by learners. |

|SGB |Ensures that the budget as allocated is used in accordance with MOU. |

Facilities/Infrastructure

The focus schools are expected to have the following;

|Arts and Culture |Engineering |Maths, Science, Technology |Business, Commerce, |

| | | |Management |

|Dance and Drama Studios |Computer labs equipped with AutoCAD |Computer Labs with math’s and science|Computer labs equipped |

| | |software |with Pastel |

|Sound editing and recording |Classrooms with interactive | | |

|equipment |whiteboards and ADSL connectivity |Science Laboratories |Mindset rooms |

| | | | |

|Sound-proof practice rooms |Mechanical workshop with machines and |Science Equipment |Khanya computer lab with |

| |equipment to support the curriculum | |Master Maths |

|Computer labs with software for| |MST kits | |

|composing music, graphic design| | |Interactive whiteboards |

|and choreography | |Interactive Whiteboards | |

| |Electrical workshop with equipment to | |ADSL connectivity |

|Mindset dance and art DVD’s |support the curriculum |Mindset rooms | |

| | |ICT training labs | |

|Multi-purpose hall |Civil engineering workshop with | |Boardroom with a whiteboard. |

| |equipment to support the curriculum |Resource centres | |

|Interactive whiteboards | | | |

| |Design technology classroom | | |

|Visual Art studios | | | |

| |Mindset rooms | | |

|Ceramic Studios |Khanya computer labs equipped with | | |

| |Master Maths. | | |

|Darkrooms | | | |

| | | | |

7. Characteristics, and Location of Focus Schools

1. Characteristics

□ Have a shared vision, values and clear goals

□ The leadership is professional and effective

□ The focus is on high quality teaching skills and learning of learners

□ The schools establish and maintain positive home/community-school partnerships

□ Educators are active members in their learning organisations

□ Educators are reflective and open to training and development

□ Share best practice

□ Healthy school climate

□ Provide supportive learning environments for learners

□ Focus schools are inclusive

7.2 Location

The focus schools are located throughout the Western Cape with all EMDC’s offering support to the identified schools. The schools are located mainly in historically disadvantaged communities and are encouraged to advocate their focus school status to the surrounding feeder schools and the broader community. The project is to further develop schools that are already successful, they need to be role models that will inspire poorly performing schools to improve their performance, and provide lessons on how to do so.

Given that talented learners would be drawn from many areas throughout the EMDC’s it is recommended that hostel accommodation be arranged for the learners to reside at or close to the focus schools.

8. Key Components of the Focus Schools Project

□ School Development Plan – the plan for schools self-assessment in all aspects of schooling, including teaching and learning, leadership and management, learner environment and community involvement.

□ Career Pathway – learners will plan for successful transitions through the senior phase and FET years of schooling to adult life. The learners are supported through career guidance.

□ Technology – new learning technologies can transform the way learning happens.

□ Curriculum Development – the process will assist schools to develop citizens of the future through relevant and appropriate curricula

□ Learner development – programs that nurture the talent of learners and prepare for life long learning

□ Professional Learning and Leadership Development – continuous professional learning of teachers and principals

□ Parent Participation – foster learning and contribute to the general ethos and development of the school.

9. Programmes

The three main strands of the project will be:

1. Curriculum – teaching and learning

2. Human resource development

3. Research and Development

1. Curriculum

The curriculum will be underpinned by the critical outcomes based on the constitution to ensure that learners gain the skills, knowledge and values that will allow them to contribute to their own success as well as to the success of their family, community and the nation as a whole.

The programme of the school while aimed at meeting its specific outcomes, will reflect the principles and practices of social justice, human rights and a healthy environment as defined in the constitution.

The curriculum will be based on the National Curriculum Statements of the National Department of Education (DoE, 2002, and 2005). The General Education Training Band (GET) will follow the eight learning areas – Languages, Mathematics, Natural Science, Economic and Management Sciences, Technology, Life Orientation, Arts and Culture, Social Sciences.

In addition to the other fundamental subjects and combinations, the Further Education Training Band (FET) at the focus schools will offer the following subjects.

| Arts and Culture |Engineering |Math’s, Science, Technology |Business, |

| | | |Commerce |

| | | |Management |

|Dance Studies |Civil Technology |Mathematics |Accounting |

| | | | |

|Dramatic Arts |Electrical Technology |Physical Science |Business Studies |

| | | | |

|Design |Mechanical Technology |Information Computer Technology|Economics |

| | | | |

|Music |Graphics and Design | |Computer Application |

| | | |Technology |

|Visual Arts | | | |

It is expected that the schools offer all the subjects in their field, demonstrating good classroom practice.

2. Human Resource Development

The focus school initiative aligns with the HCDS through its envisioned approach to improve education by developing “Schools of Excellence.” However, to improve education it is important to highlight the challenges, understand the challenges and generate strategies to deal with them.

Therefore, the schools identified as focus schools need to ensure that proper management structures and systems are in place to ensure the success of the focus schools as schools of excellence. Taking schools through a Whole School Development process is therefore critical. In addition, the training and re-skilling of teachers in these subject areas as well as in the use of complimentary technology and equipment is vital. This process involves curriculum advisors, Khanya, tertiary institutions and other providers. Other challenges include finance management, the upgrading of buildings, maintenance of facilities and equipment, timetabling, posts allocation, marketing, the installation of proper security and the capacity of the schools management and governance. The involvement of IMG and the Administration pillar at the EMDC’s is therefore critical to the success of the focus schools project.

9.3 Research and Development

The schools will have a strong culture of research and development and work closely with tertiary institutions, other government organisations and non-governmental organizations. The information gathered will serve as a database for school and curriculum development in the province and country.

The data will include, subject knowledge generation, skill development approaches, teaching techniques, school management strategies, learner development and governance improvement. The three tertiary institutions and service providers will be invited to take responsibility for specific aspects of research and development.

The information gathered at the schools will be published and serve as a major resource for learner and teacher development in the Western Cape and the rest of South Africa.

10. Budget and Resources

A budget has been made available to develop schools into focus schools over a period of time. The funds are to be utilized for building upgrades, setting up the infrastructure required for implementing the focus subjects, as well as procuring the necessary learning and teaching materials, equipment and technology. In addition, the schools will also be equipped with a media resource centre.

An allocation of the funds will be for whole school development processes, professional development for teachers and curriculum development for teachers and learners. Marketing and advocacy of the focus schools is another budget item.

The schools are expected to forward business plans, which are scrutinized and adjusted where necessary by the project team before being recommended for acceptance. The budget should be spent in accordance with the Public Management Financial Act and the South African School Act.

The schools sign a Memorandum of Understanding (MOU), a legal document binding them to the purpose, processes and procedures of the project.

11. Selection of Learners

The learners that attend these focus schools should be offered career opportunity discussions and sessions during the senior phase part of their school life to ensure they are able to make informed subject choices.

The learners should be selected that:

• Show an interest

• Have the potential to succeed in the specific fields

• Have the ability to develop their critical thinking skills and their social skills.

• Have an adequate academic profile

The kind of learner envisaged is one that will learn, develop and flourish in the specific focus area of study. The learner will continue his/her career pathing at tertiary level and enter the world of work with the required competencies and skills that will add value to the economy of the country.

12. Envisaged Teacher

The kind of teacher envisaged is one that will teach effectively, is committed, qualified, a life long learner, competent, passionate about the subject area and caring.

13. Envisaged Manager

The kind of manager envisaged is one that will manage effectively, offer leadership, is committed, a life long learner, competent, passionate, supportive and caring.

14. School Community

Community participation is a strong and valued feature of the Focus School project. The School Governing Bodies with the Senior Management Teams of schools will establish strategic direction and priorities for the school and assess and monitor school performance against a framework for school improvement. The wider school community will be encouraged to participate in the programmes of the school, raising the level of community involvement, in particular the business sector in education and the parents.

15. Support, Monitoring and Evaluation

The support mechanism refers to the efforts of WCED to assist schools that have embarked on the focus school programme that aims to improve the life opportunities of all learners in their care.

Monitoring and Evaluation refer to the responsibility of both institutions and the wider education system to monitor the extent to which efforts to transform the schools into providing access to excellence have succeeded, and to constantly evaluate and review the efficacy of the project.

16. Conclusion

The focus schools initiative aimed at providing access to excellence has a significant role to play in ensuring that the learners are equipped to become productive, proud and active citizens in South Africa.

The schools should continue to provide the learners access to excellence and contribute to economic improvement through the fields of Arts and Culture, Engineering and Business, Commerce and Management.

17. Bibliography

1. ACT Department of Education, Youth and Family Services 2002, Australia.

2. Department of Education (DoE) 1995 Education and Training White Paper. Pretoria

3. Department of Education (DoE) 2004 National Curriculum Statements. Pretoria

4. Western Cape Provincial Government 2004, iKapa elihlumayo. Cape Town

5. Western Cape Education Department (WCED) 2005 Human Capital Development Strategy. Cape Town

6. Western Cape Education Department (WCED) 2005 Focus Schools Guideline Document. Cape Town.

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