Statement by André Gaum, Western Cape Education Minister

The national Department of Education presented Most Improved School Awards to five Western Cape schools in Pretoria last night (Thursday, 13 March 2003).

We congratulate these schools on this fine achievement. Their success reflects the high standard we set ourselves in education in the Western Cape.

These schools will provide excellent role models as we continue in our efforts to build a world-class education system.

The awards presented to Western Cape schools covered success in mathematics and physical science, consistency in improvement, computer-enhanced teaching and learning, and progress towards racial integration.

The Deputy-President, Mr Jacob Zuma, and the national Minister of Education, Professor Kader Asmal, presented the awards at a gala function at the Presidential Guest House. The following Western Cape schools received awards:

• The Centre of Science and Technology (COSAT), in Khayelitsha, received a Mathematics Award for its success in improving results in mathematics.

The Western Cape Education Department (WCED) started COSAT to increase the number of candidates from Khayelitsha who pass mathematics and science in the Senior Certificate examinations, especially on the higher grade.

The number of Senior Certificate candidates at COSAT increased from 21 in 2001 to 31 in 2002. All 31 passed their matric; 21 passed mathematics on the higher grade, and 18 obtained subject distinctions.

• Atlantis Secondary School received a Physical Science Award for excellent achievement in improving learner performance in physical science.

The school, which serves a poor community in Atlantis, doubled the number of candidates writing physical science on the higher grade in the Senior Certificate examinations in 2002, and increased the number of candidates on the standard grade in this subject by 51.5%.

The number of girls taking physical science on the higher grade increased by 500% and by 73% on the standard grade. The standard grade pass rate increased from 81% in 2001 to 84% in 2002, while it was 67% on the higher grade in both years.

• Bridgton Secondary School in Oudtshoorn received a Consistency in Improvement Award for showing consistent improvement over the three years 2000, 2001 and 2002 in various areas.

Criteria for the award include the number of learners enrolled, the overall matric pass rate, the number of candidates with matric endorsement, and the number of successful female matric candidates.

Bridgton, which also serves a poor community, increased its matric pass rate from 86.4% in 2000 to 88.2% in 2001 and 93.1% in 2002. The number of candidates who passed with endorsement increased by 75% over the three years.

The number of girls passing matric increased by 18.1% from 2001 to 2002, while the number passing with endorsement increased by 68%.

• Sid G Rule Primary School in Grassy Park received an award for Computer-enhanced Learning and Teaching, for the creative an innovative way in which it has been acquiring and using information and communication technologies (ICT).

The school serves a poor community. In spite of this, the school initiated its own ICT programme in 1997, with a business plan that included the cost of a computer centre and a full-time LAN administrator. The school started teaching computer literacy to both learners and adults in 1998.

The school was identified as a Telkom Super Centre in 2001 and teamed up with the WCED’s Khanya project in 2001/02 to establish a new focus on curriculum delivery.

• Plumstead High School received a Racial Integration Award that acknowledges schools where teachers and learners from different backgrounds have successfully joined hands to create a supportive and affirming teaching and learning environment.

In 1991, when schools were allowed to set their own admission policies, Plumstead was one of the first schools in the country to accept learners who were previously barred from enrolment at the school, by national policy at the time.

Plumstead based its decision on a deep-seated commitment to equality in educational and employment opportunities; the development of an education service free from racism, sexism, class discrimination and prejudice; and to meeting the needs of a multi-cultural, multi-ethnic and multi-class society. The school has continued to develop this approach over the years.

All of these schools have demonstrated their commitment to success, in challenging circumstances. We will all learn from their example.