Those who follow the Learning Channel’s Top Class programme might agree that the series would have done well to remember the words of former British prime minister, Harold Wilson: “A week is a long time in politics.” But five weeks was a very short time in the schools.
This reality show featured chief executives from various sectors visiting 10 schools that faced daunting improvement challenges. After spending a short while at the school, they offered solutions and left. Five weeks later the executives returned and reassessed what had been achieved.
But the rationale for judging initial development in five weeks was not made clear. To execute all the actions needed to “kick-start” development was always going to be “mission impossible”.
The principals, generally, were so overwhelmed by the magnitude of their problems that any entrepreneurial possibilities were limited. This became obvious as we re-visited the schools.
We know that the TV format dictated what the viewer saw: the edited footage from the visits. We saw nothing of any work behind the scenes by the chief executives or the schools and this might have given a distorted picture of what actually happened.
Although the viewer did not know what exactly had been done in those five weeks, we investigated whether the programme’s purpose, “to make a difference”, became a reality for any of the schools.
We travelled again with the irrepressible presenter, Salamina Mphelo, who accompanied the chief executives on two visits.
At Mafu School, Mpumalanga, the principal, Mr Tshesane, was enthusiastic about the tree planting scheme: part of a greening project. He also described what had been done to deal with the problem of keeping learners on the premises – by locking the school gates – and addressing the learners’ representative council’s complaints about this.
Tina Eboka, director of group corporate affairs at Standard Bank, observed that there was little happening after viewing the newly planted trees (now almost destroyed by goats) and speaking to teachers and learners. She described the principal as obsessive about the gate issue and the learners obsessed with what they were prepared to eat at school. Their comments on the school centred only on not being allowed home during the day to eat what they wanted.
We learned little about the overall progress of the change plan but much about Eboka’s frustration.
At Westridge School, Mitchell’s Plain, Martin Feinstein, a bigwig in the financial sector, delivered on his promise to donate trophy cups for the teacher awards. This was part of the plan to motivate staff.
And the school? We saw evidence of action in promising, early stages. An embryonic sports field emerged from an overgrown site, alumni were contacted, the district office was more supportive. Perhaps most significant was the fees collection: potential problems were identified and ways of overcoming these discussed. Prospects looked good.
At the next three schools, the chief executives did not pitch, for reasons unspecified. Although apologies were given, the principals’ disappointment was palpable.
Not having the “change agent” there undermined the process and did not send positive signals to principals who were already familiar with empty promises. Could an alternative date not have been made?
At Khayelitsha School, Zola Yeye, former manager of the Springboks, called to learn about progress. We saw that the sports field was being refurbished, sports coaches had been found and sports teams set up. A volunteer maths tutor visited (an American student at the University of Cape Town) and the staff were more upbeat.
From these early observations it seems that the urban schools were making the most progress – perhaps because the support from both district and community had been more easily mobilised.
At Isephepelo School in KwaZulu-Natal, the principal, Mrs Gumede, was clearly disappointed by Cell C chief corporate officer Zeona Motshabe’s absence and lack of accessibility. She had recovered from her hijacking ordeal and took on the challenge of securing her school on the edge of the forest. With assistance from the ward councillor, a security company had been employed to patrol the roads and perimeter fences. Mrs Gumede said that she and the school felt more secure especially because she knew that someone cared. She had called a school prayer meeting with parents and the local community, saying God would help them.
At Lehlabele School on the Mpumalanga/Limpopo border, Mr Masemola was still trying to get the two provinces, where most of his learners originate, to discuss a resolution for the transport problems. But the district officials have been uncooperative. Meanwhile, he and the parents had re-negotiated an arrangement with a local bus driver and this – legal implications not withstanding – provided a temporary solution. So, with no district support, Mr Masemola had little scope for progress in this or any other priority area.
Caroline Faulkner lectures on educational leadership and management at the Wits School of Education