Caroline Faulkner

There is no doubt that language is highly value-laden. In South Africa this is compounded by the imperative for social transformation and redress of the inequities of the past. The name changes of cities, towns, airports and roads — many of which have proved to be controversial and expensive — are examples of this.

The importance of leadership in schools is widely recognised. Research studies globally support this and also show that of even greater importance is the role of the school principal (headteacher).

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.

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.

The 10 secondary schools in the Learning Channel’s Top Class reality programme have many problems in common – irrespective of whether they are in rural or urban areas. The major problem for the principals is in leading their schools from a culture of dependency and inaction to a culture of enterprise and action.

Mike, as he is affectionately called, inscribed his name in canoeing records when he and Martin Dreyer won the famous and gruelling Stihl Non-Stop Dusi Canoeing Marathon. The marathon, covering a stretch of 120km in one day, is considered the world’s toughest.

The viewers of SABC1 and Learning Channel’s Top Class programme may have observed the same reactions as I did when watching the CEOs in the schools that they are helping to turn around: curiosity, compassion, followed by frustration and culminating in a determination to make something happen.