REPORT BY THE EXECUTIVE DIRECTOR

Introduction

Raymond Ackerman recently wrote a book entitled The Four Legs of the Table, in which he describes the four equally strong supporting legs of a sustainable retail business. I believe that there are also four support legs necessary for a successful and sustainable school.

The first necessary leg is strong and visionary leadership; the second is the dedication and quality of teachers; the third is access to or availability of basic resources, for example, clean, dry classrooms, acceptable toilet facilities, textbooks, libraries and comfortable desks and chairs; and the fourth is committed community involvement. The few poor schools that are succeeding against all the odds prove that although they are nice to have, you do not need state-of-the-art buildings and limitless resources to make a start and to make your mark.

I have found that everything I have read recently about education supports the idea that both leadership and teachers are key components. For example, Ann Bernstein from the Centre for Development Enterprises emphasised in a recent article in the Cape Times that “Teacher quality is the most important lever for improving pupil outcomes”. In his book, The Toxic Mix, Graeme Bloch warns: “Getting teachers right is priority number one if schools are going to work”. Doron Isaacs, the co-ordinator of Equal Education, an organisation advocating equality in the South African education system recently wrote in Business Day: “Most vital of all are skilled teachers, a diminishing resource requiring large investment by government to revive and replenish”. It was noted at the HSRP Strategic Planning meeting in January 2010 that “the quality of teaching was central to achieving excellence and good results.”

But good teachers without a strong, guiding principal are also likely to under-achieve. Mamphela Ramphele wrote in her book Laying the Ghosts to Rest: “The leadership and management qualities of the principal are vital, as is time management, including punctuality by teachers and pupils. Critical-focus areas of leadership by the principal are: guiding teachers in delivering the curriculum; planning, monitoring and evaluation of performance; provision of stationary, textbooks and other learning aids; and support to teachers to improve their knowledge base”.

In terms of resources, Doron Isaacs wrote that “…ample evidence from national and multi-country studies over the past decade demonstrates that a range of resources – particularly textbooks and library books – are indispensable. Researchers such as Servaas van den Berg [Economics Professor at Stellenbosch University] and Nick Taylor [JET Education Services] have reached similar conclusions, noting also that the capacity to use resources efficiently is essential”.

On community involvement and support: I would first say that one of the skills of the principal and governing body should be the ability to include the wider school and surrounding community in the life of the school. We at the HSRP have identified community buy-in as non-negotiable. We know that achieving it will give communities a stake in the process, and we want the schools themselves to share their resources, such as halls and sports fields, so that they become true centres of educational and cultural excellence within their communities.

Njongo Ndungane
Executive Director