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How can school performance be improved?. Relationship between learning outcomes and enrollment Crouch and Vinjevold, 2006. Access to secondary education: secondary gross enrollment ratios, Crouch & Vinjevold, 2006. What good schools do. REGULATORY FUNCTION: Orderly environment

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what good schools do
What good schools do

REGULATORY FUNCTION:

  • Orderly environment
  • Intellectual activity valued
  • Sense of responsibility

INSTRUCTIONAL FUNCTION:

  • Proficiency in LOI
  • Reading & writing
  • Proficiency in specific discipline: Maths, History, Literature
top performing schools
Top Performing Schools
  • What do they need?
    • Where African numbers are small:
      • Incentives to increase African roll
    • Where African numbers are large:
      • Subsidies for poor children
  • All:
    • Increase level of cognitive demand of curriculum
key lever 1 time on task
Key lever 1: Time on Task
  • Chisholm et al, 2005
  • Teachers work an average 41 hours (out of 43)/week
    • 41% of this on teaching: 3.4h/day
    • 14% devoted to planning and preparation,
    • 14% on assessment, evaluation, reports and record-keeping
key lever 2 curriculum coverage
Key lever 2: Curriculum Coverage

3: ¾ or more ASs completed during year

2: Between ½ and ¾ of ASs completed

1: Between ¼ and ½

0: Less than ¼ covered

key lever 3 teacher knowledge
Key lever 3: Teacher Knowledge

Grade 3 teachers wrote parts of the Grade 6 learner test:

  • Literacy: 55%
  • Numeracy: 65%
poorly performing schools start with time management
Poorly performing schoolsStart with Time Management
  • Part of institutional culture
  • Leadership
  • Organisational development

≠ training

  • BUT provinces & districts too weak
differentiated approach
Differentiated approach

Raise level of

cognitive demand

Top performing schools

Schools with

Threshold

Capacity

  • Eg Dinaledi II
  • Training
  • Resources
  • Incentives

Dysfunctional

Schools

Organisational development

State authority

But weak state

why is our civil service so inefficient
Why is our civil service so inefficient?
  • They went to poorly performing schools
  • Structural instability
  • Ideology: threw out authority with authoritarianism
  • Unions better organised
  • Lack of focus, eg matric exams