1. The role of Strategic Planning in an
Under-Performing (Dysfunctional)
education system in a circuit, district,
province and country –
Systemic reflections
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://iwanttoturnaroundmyschool.blogspot.com
www.slideshare.net (search “Witbank Circuit Strategic Planning”)

2. Circuit
Level

3. Strategic AGREEMENTS
Planning (Let's dot it!)
Process STRATEGIES
(How can we do it?)
INNOVATIONS
(What can we do about it?)
SYSTEMS
(Why is it happening?)
INDICATORS
(What is happening?)

4. What is happening? (5yrs) Per Unit
• How many schools do we have? How many primary and
secondary? Rank them from best to worst performing based
on pass rate (Matric and ANAs).
• How many teachers? How many male and female? Average
teacher qualification and years of experience? What is the
absenteeism rate? Rank them from best to worst performers in
terms of learner results (Matric and ANAs).
• How many learners? How many girls and boys? How many
‘child headed household’ learners? How many have ‘eye-sight’
and ‘hearing’ problems? Average of pass rate among learners
in every grade? What are the type of jobs learners want to do
when they finish school, and what are the percentages?
• What is the total budget for the circuit? How is it allocated?
What is the total and average ‘cost to company’ personnel
spending on school-based and office-based personnel? ETC.

5. Getting the BALANCE Right!
Schools Learners
Teachers Budget

6. % Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20% 10%
Anti- Dysfunctional Under- High-
Functional Performing Performing

7. ACCOUNTABILITY SCALE
25%: 50%: 25%
Compliance
towards
Seniors
50%
Job
25% Description -
Salary
25%
Support and
Development
- Juniors

8. Success is not Rocket Science!
Learner
Learning &
Performance
PERFORMANCE
High Effective
Performing Communication
Workforce
PEOPLE
Safe, Healthy and
Effective use of
Innovative Learning
Resources
Environment
PROCESS

9. TAS - Helicopter view (4 Components)
5 (five)
Successful Change
Steps
[Planning]
16 (sixteen) 16 (sixteen)
Principle
Issues 42 Deliverables
[Outputs]
[Inputs]
5 (five)
Turn Around
Phases
[Process]

10. 5 Successful Change Steps

11. 16 Principle Issues
1. Psyche of Dysfunctionality;
2. Organised dysfunctionality;
1
3. Data/information/knowledge/intelligent decision
making; 5 6 7
4. Champion/ leader driven;
5. Readiness; 12 13
6. Whole school development/ school
improvement plan; 4 16 8 2
7. School level support;
8. Networking/ partnering systems; 15 14
9. Compliance/ governance/ operational
management/ leadership systems; 11 10 9
10. Accountability commitments;
11. Aligning the curriculum, instruction, teaching, 3
learning, assessment systems;
12. The Generation Gap;
Purpose (Vision)
13. Expert and mentor support;
14. Time on task; Hands (Action)
15. Managing what you know (ICT); Head (Systems)
16. Focus on the core - student achievements.
Heart (Believes)

12. 5 Turn-around Phases
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
Focus • Ownership • Buying into this • SRC tools development • SRC + CMM • Ensuring
strategy • Design CMM implementation sustainability
• Closing gaps
Participants • Principal • Principal, SMT, • Principal and SMT • School staff • District
Teachers, SGB reps, (professional and • School leaders
District, Community support) • Community
Data tools • 16 Principles • (B) Baseline Survey • 8 School Readiness • Staff development • Compliance
Issues of Turn (P) Components = • Teacher • Governance
Around • (D) SRC self-rating (P Attendance, T+L Info, professional • Operational
Strategy as + SMT) Annual Plan, TT, TL development management
Inputs • (A) Functionality Schedules,
• T+L intelligence
• 16 Questionnaire (S) Organogram, TLSM
systems
Deliverables • CMM = Attendance,
as Outputs SBA, Curr. completion
Period • 2 hours • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Workshops • Face to face site work • Face to face site • Workshops + Face
• All schools • All schools together • Individual schools work to face site work
together • Muavia Gallie • Mentors • Individual schools • Individual schools
• Muavia Gallie • Mentors + Experts • Muavia Gallie

13. 16 Deliverables/Outcomes
Individual Relationships
1. Recognise the high risk; 1. Utilise organisational strength;
2. Think differently; 2. High commitment and expectation to
3. Redefine normal and reality ; succeed;
4. Know, understand and service young 3. Recognise ability to transform and
people . change;
4. Teachers care deeply about all
learners.
Culture Systems efficiency
1. Bring it on! attitude; 1. Being ready (proactive);
2. Adults who model what they value; 2. Always focus on the key
3. Teachers don t sweat the small deliverables ;
stuff ; 3. Data driven decision-making;
4. Teachers know what it takes to be 4. Clear and implementable rules.
successful .

14. School
Level

15. How many days and/
or hours of Teaching
and Learning do every
learner qualify for (is
entitled to) during an
academic year?

16. At least 170 days, which is 935
hours per year!
Where do I get this?
Legal requirement of 27.5 hours
per week X 34 out of 40 weeks
for Teaching and Learning!
As principal, you should be
expected to account for the 27.5
hours every week!

17. Why do teachers get
90 days leave per
year, when all other
workers get between
20 – 24 days?

18. It is expected from them to be active
in the Teaching and Learning
process for 198 days per year. If
they miss a day, they need to MAKE
UP the day from the 90 days!
When a teacher is absent, including
‘sick leave’, he/she must submit a
strategy as to how he/she is going to
MAKE UP days lost, but …

19. TAS - Face-to-Face view (4 Tools)
1. Nat. Educ. Strategy 1. Attendance
2. District Curr. Man. 2. Teacher Info
3. School Instr. Design 8 (eight) 3. Learner Info
4. Faculty T + L 4. Annual Planning
5. Classroom L + Assess. School Readiness 5. Timetabling
6. Home L Plan 6. TL Scheduling
Components 7. Organogram
8. LTSM
[Planning]
6 (six)
Curriculum 6 (six) 1.
2.
Teachers
SMT
Management
Design 24 Sustainability
Model
3.
4.
5.
6.
Principal
SGB
District
Community
[Input] [Outputs]
4 (four)
Closing the Gap
BEAR
1. Beliefs
[Process] 2. Expectations
3. Attitudes
4. Relationships

21. Curriculum Management
Framework
• National Education Philosophical Model (NEPM);
• District Curriculum Management Model (DCMM);
• School Instructional Design Model (SIDM);
• Faculty Teaching and Learning Model (FTLM);
• Classroom Learning and Assessment Model (CLAM);
• Student Learning and Expectations Plan (SLEP).

22. Essence of the Strategy
Leadership

23. Preliminary
Results from
this strategy

24. Lubombo Circuit (Buy-in)
• Circuit in Mpumalanga, bordering with
Mozambique;
• 34 Schools (both primary and secondary) attended
the 2 days session;
• Circuit manager was present for the entire two
days;
• After introductory questions were posed to schools
(2.5 hours session), schools had to self-identify
at what level they are of school functionality;
• 1 high; 17 under-performing; 16 dysfunctional.

25. GE UPS 14 Matric Results
1.5.2 GE UPS Matric Results
100
90 88.2 88.2
86.2
80 2008-2010 74.4 74.5
82.8
70 67.7
67.58 65.99 66.08 65.99 67.5
65.7
64.75
60 60.5
60.23
57.86
56.25 56.67
52.5 52.6 54.07
52.9 52.48 52.94 52.48 52.8
50 49.3 49.6 49.11 49.55 48.57 49.54 49.53
47.62
46.27
45.61 45.4
43.42
40
37.5 36.82
34.18 35.51
30 28.51
20
10
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2008 2009 2010

26. SMS from GE school
------ SMS ------
From: +27826257426
Received: Jan 13, 2011 11:15
Subject: Dr Muavia Gallie ,
Dr Muavia Gallie, the name of our school is Asser
Maloka in Duduza(Nigel). When we joined your
programme were sitting @ 35%(2008), 49%(2009),
and for 2010 we are @ 86.23%. My principal and I
wish to express our heartfelt gratitude to you and
your whole team. From Deputy Principal:FET.Vuyo
Ncokazi.

27. GDE PPS Matric Results 2008-2010 (2010 ascending)
100 1.6.2 GDE PPS Matric Results 96 94.9
2008 - 2010 (2010 ascending) 90.992.2
90 88.2
83.884.3 85
83.3
80 77.878.4
76
73 73.473.7
70 67.6 68
66.7 66 66
64.5 65 64.9
63 62.862.9
61.2
60 57.757.857.9
56.7
% Pass
56 55 55
53 52.253.1 54
52 51 51
50 48 49 50
49.5
48 48 48 49
49.8
47
46 46 46 46 46 46
45
41.7 42 42
40 39.2
38 39 39 38
40
38 39
38 39.2
34 35
33
30 30 30.2
29.2 28 29 29 30 30 29 29
27 26 27 26
24
22
20
16
12
10
0
Fontanus Comp
Vosloorus Comp
Thutopele High
KwaBhekilanga
Boikgethelo
Moqhaka
Lobone
Ramosukula
Average
Ramolelle
Minerva
Itirele-Zenzele Comp
Sebokeng Tech
Mamellong Comp
Meadowlands
Westbury Sec
Mpilisweni Sec
Ikusasa Comp
Memezelo Sec
Bona Comp
Modiri Tech
Illinge Sec
Ibhongo
Jet Nteo
Kgokare
Kwadukathole Comp
Nghunghunyane
Mphumelomuhle Sec
Ed Mashabane Sec
Thoko-Thaba Sec
Katlehong Sec
Senthibele Sec
2008 2009 2010

28. Conclusion - Theory of Change
Framing School Change Improvement
Social/ Critical Features: In learner Educational Outcomes
Emotional • Positive, nurturing expectations • Higher learner
Issues: teachers, and behaviour: achievement
• Lack of self- leadership, • Higher
esteem connected / likelihood of
• Identity belonging success
crises philosophy
Academic Social/ Emotional Teaching and Adulthood Outcomes:
Issues: programmes: Learning: • Citizenry
• Lack of • Reward system • Cultural • Leadership
relevancy to • Peer groups responsiveness
learners • Extra-mural • Affirming
activities, etc. potential and
possibilities

29. Thank
You!!