Submitted by Kelly Hanson
Panel Discussion on Schools in South Africa – Meeting July 9, 2007
Our group arrived at Empangani Primary School at around 10 a.m. We were greeted by Naseema, the woman who set up the meeting for us. Shortly after, we took our seats and were introduced to the panel. Because of the extensive amount of information we received at this meeting, I have included it below in list form.
Panel Members:
Mr. Sipho Ngema – Supervisor of schools (ward) Supervises school administration and management; statistical date – give support to schools
Mr.Sikhumbuzo Dlamini
ABET Adult Basic Education and Training
In an effort to reverse effects of apartheid and give adults a change to get an education when previously they didn’t have the opportunity
2 hours a day = free of charge
ECD Early Childhood Development
Mrs. Sidaki – Director of Empangeni District (lower Umfolozi circuit). There are 680 schools in the district. 243 in Ngema’s circuit.
Dr. Q. A. Myeza – math advisor, GET General Education and Training (Primary)
Ms. Welile Zwane – Economics, Teaching and Learning Services (TLS)
Supports teachers’ needs in economics, accounting, etc.
Helps to develop policies – explain to teachers, workshops
Monitor continuous assessment
Policy implementation
Mr. Sifiso Ndimande – Science and Mathematics
Ms. Nozipho Xulu – Principal of Empangeni Prep School
School now has students of all races; formerly all white
School has grades 1 through 7
Basic make-up of school:
Grade R = readiness (similar to kindergarten)
Early childhood = 0-9
Grade 8-9 = juniors
Grade 10-12 = seniors
Teacher and Learning Sections up to grade 9
Further Ed Grade 10-12
University+
After we introduced ourselves to the panel we took a break for tea and had an opportunity to talk to panel members one on one. Following the break we took our seats for a discussion with the entire panel. MSU students had a chance to ask questions.
◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘
Prior to 1994 there were four systems of education according to racial groups (black, colored, Indian, white). There is currently one system.
- South African teachers = a challenge = knowing yourself and community
- A teacher = mother/father = counselor = everything to them = best profession in the country
- **Reminder** “When you get back tell them how beautiful South Africa is—especially Kwazulu Natal.”
Qualifications to become a teacher:
- student enrolls after graduating from school for a Bachelors of Education Honors Degree (4 year program)
- previously teachers took part in a 3 year program
- now teachers that have a 3 year degree are encouraged to further their status through distance education
- teachers are encouraged to continue their education until they feel they can learn no more
- Student teaching – arranged with schools for teaching practice for 3-4 weeks, followed by evaluation.
-
What can be done to attract more qualified teachers to rural areas?
- In South Africa there is a shortage of skills in general (not enough doctors, nurses, etc.).
- There is a Rural Skills Allowance (RSA) to attract more nurses and doctors to rural areas. Unions are still engaging to form an allowance for rural areas. It is a system problem, not only a rural area problem.
- There need to be more incentives to be a teacher
Substitute teachers:
- Some schools can afford to hire substitute teachers; some schools cannot. Whether a school uses substitute teacher depends on their funds
- Some schools will not hire a substitute teacher unless they know the teacher will be out of the classroom for more than thirty days.
- There is not a basic system for handling substitute teacher needs.
The positive and negative effects of integration experienced by students:
- It has not been a smooth integration
- Integration has been largely one-sided. Black students go to the previously all-white schools, but no white students go to black schools. Then many times, the white students leave the white schools after black students enroll.
- In integrated schools, there is still segregation. For example, during break time students still separate themselves into racial groups.
- Integration is a process. It is not an overnight thing. Compare to the North and South in the United States.
- Older people are the ones struggling with the process. For children, it depends on how they are raised at home, how they are socialized.
- Teachers must themselves be cleansed so they do not impose their feelings on the students.
Things to keep in mind as we enter the schools:
- There is a big difference in cultures. We must be humble, and we must learn about the culture.
- Many rural schools do not have resources. They may not have network; they may not have electricity.
- Talk slowly. Let the students get used to your accent.
- Give instructions (with confidence).
- Great class “Good morning class.” Many times they will stand up to greet you. Instruct them to sit down.
- You MUST set the rules in the beginning.
- Maintain a balance. Demand respect, but be approachable. Don’t scare the children.
- Be an authority.
- Sometimes if there is a problem it is you, the teacher that must change, not the class.
- Learn the names of your students.
- Be aware of culturally different meanings of symbols etc. For example, an owl signifies wisdom in U.S. culture; in South Africa an owl is a symbol of misfortune.
- Be aware of the perceptions your students will likely have of Americans
o Largely depends on exposure to Americans and media.
o Common perceptions = gangs, Tupac, movies, etc.
Cultural differences between South Africa and U.S.:
- Greet everybody
- Don’t look adults straight in the eye.
- Hand shake = “123” formally and informally (remember three parts that we practiced.
- Cup hands to receive something to show respect. Also give things with two hands.
- The panel commented “Americans like noise, like to talk. We are loud, just like you.”
The structure of authority within the schools:
- Level 1 = teachers
- Level 2 = teachers – Head of Departments (HOD) – you can approach them for assistance
Special Education:
- Inclusive education has just started so there are people that can help those learners with special needs.
- Special needs education (SNE) – there are schools around here that solely accommodate SNE students
- One panel member commented that he does not believe total inclusion is foreseeable in the future. He says the extremely disabled can never mix with the “normal” students.
Extracurricular activities:
- music, netball, football (soccer), volleyball, rugby
- There were many problems with sports during Apartheid era. Black schools did not have facilities to play sports such as tennis, swimming, cricket etc.
- Rubin the dance instructor joined us for a bit to discuss his dance program and dance with Phoebe.
o In general, students from grade 3-7 participate in dance, but it is open to all.
o Older students can assist
o Ballroom and Latin American dancing are included in the program.
- The Arts and Culture teacher also joined us.
o Students can take drama and music.
o Students receive art education for one hour a week and culture for one hour a week.
Our panel left us with a final inspirational and positive note: they encouraged us to continue to harvest the solid link between our schools in the United States and South Africa. The group really enjoyed this meeting. We were able to talk to educators on a one-on-one basis during break and lunch; we were also able to ask questions to the entire panel. Many of our questions were answered, and we received an informative overview on the South African Education System.
Our group arrived at Empangani Primary School at around 10 a.m. We were greeted by Naseema, the woman who set up the meeting for us. Shortly after, we took our seats and were introduced to the panel. Because of the extensive amount of information we received at this meeting, I have included it below in list form.
Panel Members:
Mr. Sipho Ngema – Supervisor of schools (ward) Supervises school administration and management; statistical date – give support to schools
Mr.Sikhumbuzo Dlamini
ABET Adult Basic Education and Training
In an effort to reverse effects of apartheid and give adults a change to get an education when previously they didn’t have the opportunity
2 hours a day = free of charge
ECD Early Childhood Development
Mrs. Sidaki – Director of Empangeni District (lower Umfolozi circuit). There are 680 schools in the district. 243 in Ngema’s circuit.
Dr. Q. A. Myeza – math advisor, GET General Education and Training (Primary)
Ms. Welile Zwane – Economics, Teaching and Learning Services (TLS)
Supports teachers’ needs in economics, accounting, etc.
Helps to develop policies – explain to teachers, workshops
Monitor continuous assessment
Policy implementation
Mr. Sifiso Ndimande – Science and Mathematics
Ms. Nozipho Xulu – Principal of Empangeni Prep School
School now has students of all races; formerly all white
School has grades 1 through 7
Basic make-up of school:
Grade R = readiness (similar to kindergarten)
Early childhood = 0-9
Grade 8-9 = juniors
Grade 10-12 = seniors
Teacher and Learning Sections up to grade 9
Further Ed Grade 10-12
University+
After we introduced ourselves to the panel we took a break for tea and had an opportunity to talk to panel members one on one. Following the break we took our seats for a discussion with the entire panel. MSU students had a chance to ask questions.
◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘ ◘
Prior to 1994 there were four systems of education according to racial groups (black, colored, Indian, white). There is currently one system.
- South African teachers = a challenge = knowing yourself and community
- A teacher = mother/father = counselor = everything to them = best profession in the country
- **Reminder** “When you get back tell them how beautiful South Africa is—especially Kwazulu Natal.”
Qualifications to become a teacher:
- student enrolls after graduating from school for a Bachelors of Education Honors Degree (4 year program)
- previously teachers took part in a 3 year program
- now teachers that have a 3 year degree are encouraged to further their status through distance education
- teachers are encouraged to continue their education until they feel they can learn no more
- Student teaching – arranged with schools for teaching practice for 3-4 weeks, followed by evaluation.
-
What can be done to attract more qualified teachers to rural areas?
- In South Africa there is a shortage of skills in general (not enough doctors, nurses, etc.).
- There is a Rural Skills Allowance (RSA) to attract more nurses and doctors to rural areas. Unions are still engaging to form an allowance for rural areas. It is a system problem, not only a rural area problem.
- There need to be more incentives to be a teacher
Substitute teachers:
- Some schools can afford to hire substitute teachers; some schools cannot. Whether a school uses substitute teacher depends on their funds
- Some schools will not hire a substitute teacher unless they know the teacher will be out of the classroom for more than thirty days.
- There is not a basic system for handling substitute teacher needs.
The positive and negative effects of integration experienced by students:
- It has not been a smooth integration
- Integration has been largely one-sided. Black students go to the previously all-white schools, but no white students go to black schools. Then many times, the white students leave the white schools after black students enroll.
- In integrated schools, there is still segregation. For example, during break time students still separate themselves into racial groups.
- Integration is a process. It is not an overnight thing. Compare to the North and South in the United States.
- Older people are the ones struggling with the process. For children, it depends on how they are raised at home, how they are socialized.
- Teachers must themselves be cleansed so they do not impose their feelings on the students.
Things to keep in mind as we enter the schools:
- There is a big difference in cultures. We must be humble, and we must learn about the culture.
- Many rural schools do not have resources. They may not have network; they may not have electricity.
- Talk slowly. Let the students get used to your accent.
- Give instructions (with confidence).
- Great class “Good morning class.” Many times they will stand up to greet you. Instruct them to sit down.
- You MUST set the rules in the beginning.
- Maintain a balance. Demand respect, but be approachable. Don’t scare the children.
- Be an authority.
- Sometimes if there is a problem it is you, the teacher that must change, not the class.
- Learn the names of your students.
- Be aware of culturally different meanings of symbols etc. For example, an owl signifies wisdom in U.S. culture; in South Africa an owl is a symbol of misfortune.
- Be aware of the perceptions your students will likely have of Americans
o Largely depends on exposure to Americans and media.
o Common perceptions = gangs, Tupac, movies, etc.
Cultural differences between South Africa and U.S.:
- Greet everybody
- Don’t look adults straight in the eye.
- Hand shake = “123” formally and informally (remember three parts that we practiced.
- Cup hands to receive something to show respect. Also give things with two hands.
- The panel commented “Americans like noise, like to talk. We are loud, just like you.”
The structure of authority within the schools:
- Level 1 = teachers
- Level 2 = teachers – Head of Departments (HOD) – you can approach them for assistance
Special Education:
- Inclusive education has just started so there are people that can help those learners with special needs.
- Special needs education (SNE) – there are schools around here that solely accommodate SNE students
- One panel member commented that he does not believe total inclusion is foreseeable in the future. He says the extremely disabled can never mix with the “normal” students.
Extracurricular activities:
- music, netball, football (soccer), volleyball, rugby
- There were many problems with sports during Apartheid era. Black schools did not have facilities to play sports such as tennis, swimming, cricket etc.
- Rubin the dance instructor joined us for a bit to discuss his dance program and dance with Phoebe.
o In general, students from grade 3-7 participate in dance, but it is open to all.
o Older students can assist
o Ballroom and Latin American dancing are included in the program.
- The Arts and Culture teacher also joined us.
o Students can take drama and music.
o Students receive art education for one hour a week and culture for one hour a week.
Our panel left us with a final inspirational and positive note: they encouraged us to continue to harvest the solid link between our schools in the United States and South Africa. The group really enjoyed this meeting. We were able to talk to educators on a one-on-one basis during break and lunch; we were also able to ask questions to the entire panel. Many of our questions were answered, and we received an informative overview on the South African Education System.
