Basic Education's ‘1+4 Model' will not save mathematics, warns FEDSAS
The Department of Basic Education's "1+4 Model" aimed at improving the skills of mathematics teachers will probably only result in doing more harm to the maths skills of high school learners.
This plan was announced earlier this week by the Department as part of what is described as a "radical approach to improve the poor skills of maths teachers". According to the 1+4 Model maths teachers will receive training on Mondays, while having to complete their regular maths teaching during the remaining four days of the school week.
"Although we appreciate the Department's acknowledgement of the problem, in this case 1+4 does not equal five," says Mr Paul Colditz, CEO of the Federation of Governing Bodies of South African School (FEDSAS). "Class time is already limited. To remove teachers from classes for 23 days during the school year will have an immense influence on especially matriculants, whose school year is shorter than that of other learners."
Colditz says with this step the Department is simply shifting one of its own responsibilities - training teachers - to schools. "Teachers are appointed at schools according to that school's post provision. The teacher's responsibility is towards the school."
Colditz says the Department's proposed solution, that schools adapt their timetables to recover the lost time, is causing so many additional logistical problems that it might result in other subjects also losing class time.
"Some of our member schools have indicated that a number of teachers who were supposed to take part in the training did not show up. An addition FEDSAS is aware of at least one confirmed instance at a school district in North-West where the trainer did not show up! If such as ‘radical' approach is suggested, surely there should be extremely strict monitoring of attendance as well as methods to assess progress. Otherwise it will simply lead to more long weekends for thousands of teachers," says Colditz.
FEDSAS suggests that the problem be address in the foundation phase. "Maths teaching is a much wider problem, not only at high schools. Training of teachers should take place after hours, over weekends and during holidays. This step is only confirming that there is no longer a need for district offices. If the officials that are supposed to assist teachers cannot do their jobs those posts should be allocated to schools."
FEDSAS is also calling on parents to bring the matter to the school's attention should their children be in a class without a teacher. "School communities have to stand up for children's rights. The needs of children should be put first. This include five full school days per week during which teaching of learners in classrooms have to take place."
FEDSAS' message to its member schools is that no school resources should be allocated to the 1+4 Model. "Venues, vehicles, fuel - it should only be used to enable teaching. Schools and school governing bodies should not be intimidated by the Department and its officials. As always, FEDSAS will go out of its way to protect the rights of its members and thereby the rights of children," says Colditz.
"FEDSAS demands that this practice be scrapped immediately and that it should be communicated as such to schools without delay. Every day lost is a day that can never be recovered," says Colditz.
(FEDSAS is a voluntary association of school governing bodies of public schools and supports quality education in these schools. More than 1800 public schools are already members of FEDSAS).
Statement issued by Mr Paul Colditz, CEO: FEDSAS, February 3 2015
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