The Learning Channel’s Top Class reality television programme, on its return visits to the 10 schools that were selected by the national department of education five weeks later, showed very clearly the triumph of hope over experience.
Earlier 10 business bosses visited the 10 schools – some of which had serious problems – and prepared action plans and set priorities with the schools. They were shown to be “finding the solutions”. Their approaches to the schools’ problems were practical, rooted in the “can do” organisational culture in which they normally operate and presented solutions with a promise of their support.
So, problem solved?
Well, in the last Top Class article published in June, it was noted that the absence of some of the chief executives on these follow-up visits clearly disappointed the principals. The enthusiasm of the programme presenter, Salamina Mphelo, did not make up for their no-show. The responses of the principals to Mphelo’s probing questions revealed a lack of communication and follow-through of the promised support by some of the chief executives during those intervening weeks.
So, without the full support of the business bosses in most of the schools, what are their chances now that they have had their hopes – and their expectations – increased? Have they been able to start implementing the action plans, show enterprise and shake off the dependency mode?
From the way the programme was structured, the commitment of each chief executive to support the school could be measured by the amount of TV footage showing work behind the scenes in the weeks between the first and follow-up visit. Arguably, this extensive footage detracted from the viewers’ sense of what the school itself was doing to implement the action plan.
At Qediliswe School in Gauteng, for example, we see much of Danny Jordaan, chief executive of the 2010 Local Organising Committee, in background meetings relating to the school. It is possible that this has more to do with his status regarding the 2010 World Cup than sharing good practice techniques in advocacy and the marshalling of support. But, unquestionably, Jordaan, described by Qediliswe staff as a godsend, has shown huge commitment to the task.
Meanwhile, the principal, David Tshabalala, has grown in confidence and proved himself a powerful advocate when tackling the problems of land ownership of the sports field. This was identified as a key priority and, what looked to be a faint hope five weeks ago, has become a strong motivator for action by the whole school.
In the North West Province at Setumo High School, Yvonne Johnston, known for the creation of Brand SA and the slogan, “South Africa -alive with possibilities”, is conspicuous by her absence. As, unfortunately, is the principal. Both women offered apologies but the viewer may have asked the same questions as I did: “Could they not have delegated the tasks that kept them away from this follow-up visit?” and “What message did this absence convey to the school regarding priorities?”
Setumo High is an agricultural school but, bizarrely, there are no agricultural programmes taking place. The action plan centred on correcting this and also on creating a school shop to help raise funds. Using a contact provided by Johnston, the deputy principal Lucas Molobatsane showed himself to be more than capable of rising to the enterprise challenge.
As for the agricultural programmes, the viewer saw the site visits by NWK, the potential school “adopters”, working with the enthusiastic Molobatsane. But, to succeed, this has to be a team effort by the school fully supported by the principal. Time – 12 months in fact – will tell if this happens.
Back in Gauteng, at Maraheng School, Prakesh Desai, chief executive of Avusa Media, delivered on his promise to provide support materials for the matric classes. The principal, Pelokgolo Matekane, had also taken his advice to keep things simple – particularly in managing a shared site with another school. He had initiated discussions with the principal of the other school, talked of shared priorities for improvement and was also negotiating with Vaal University of Technology to increase its assistance with projects and facilities for science. Progress? Slow, but sure – we hope.
And at Umbosowabathetwa School in KwaZulu-Natal, Mark Alcock, managing director of Minanawe Marketing, and Mphelo can only speculate on whether the principal, Kenneth Mthethwa, really has written those letters to kick-start the action plan for an improved water source and the other priorities. We see evidence of the support provided by Alcock, but little of any tangible action by the school.
So, when Mthethwa says: “You have increased the potential for hope”, the viewer can only hope that the potential is realised in all 10 schools. The department of education must ensure that is.
Next month’s article will focus on the need for support in effecting change in the 10 schools
Caroline Faulkner lectures on educational leadership and management at the Wits School of Education.
Top Class is screened every Wednesday on SABC1 at 11am. This is an initiative of Learning Channel.