Statement by Donald Grant, MEC for Education in the Western Cape

"Each dysfunctional school in this province presents its own unique set of challenges, and therefore requires a customized solution," said MEC for education Donald Grant on Monday (20 July 2009).

The MEC was visiting four of the 17 dysfunctional schools on the opening day of the third term.

Schools are classified as "dysfunctional" once they have achieved a Grade 12 pass rate of 40% and below.

"The Grade 12 final examinations start in October, therefore, this is essentially their first day of their last full term. If ever there was a greater need for 'time on task', it is now. Present, punctual and prepared - that is the message we want conveyed to all our principals, teachers and learners," he said.

The MEC said he was visiting each dysfunctional school as part of the new administration's plan to develop and implement a turn-around strategy for dysfunctional schools.

"We realize that meeting our priorities will not be easy. 'Dysfunctional schools' is not a 'quick-fix' issue, but it is clear that we need to take some bold steps to confront the problem, both in the short and long term."

"Although these results are a good indication of a schools performance in Grade 12 for that particular year, it does not explain why these schools consistently under-achieve, or how we can fix the underlying problems that contribute to this," said Grant.

"Each school has its own unique set of problems. Some schools have management issues, in others it is infrastructure needs. Here, at New Eisleben, there is an imbalance between the necessary skills set and what the school can offer. There is also a need for a new school premises. Therefore, in order to improve the schools functionality and performance we have to tackle this problem on a 'school-by-school' basis."

Grant said that they were tackling the issue in the following ways:

1. Assessing and analyzing each school

The first step in addressing the issue of dysfunctional schools is to obtain a clear analysis of the problems in each school.

The WCED have already been tasked with creating individual reports on all our NSLA schools, including the seventeen dysfunctional schools. Every aspect of the schools functioning must be monitored and examined.

These reports should be updated regularly by each district official and school.

2. Make recommendations

Once these reports have been completed, we will then be able to determine where the problems lie.

An official within the WCED has been appointed to analyse these reports and make recommendations as to how each schools shortcomings can be addressed. After collective consultation with the district officials and the schools, a plan of action will be determined.

3. Making schools accountable

Accountability is one of our administrations key values. We expect our schools and districts to do the same.

After making our recommendations, each district and school will be held accountable to them. The dashboard system will be implemented in our districts and schools to monitor schools performance and further enhance their ability to effectively manage their resources and strengthen accountability.

Schools that are failing to meet realistic, individualized performance targets will be monitored separately. If there is further non-compliance, it could result in a removal from office of certain individual(s) and/or redeployment.

For enquiries, contact Bronagh Casey:  072 724 1422 or brcasey@pgwc.gov.za.

Visit our website: http://wced.wcape.gov.za