Standard Bank CEO, Sim Tshabalala, addressed the International Catholic School Leadership Conference dinner, hosted by the Catholic Institute of Education (CIE), on Monday, 9 August, 2010. His talk focused on the ethics of conducting business, and the role of education in helping South Africa gain a competitive edge.
His talk follows below:
According to the website quickten.com, the Top Ten most hated professions in the world are:1) Traffic Wardens; 2) Bouncers; 3) Lawyers; 4) Recruitment Consultants; 5) Estate Agents; 6) Politicians; 7) Tele-sales; 8) Bankers; 9) Dentists; 10) PR People.
I have it on impeccable authority that Mark Potterton is incomparable for his humour. He taught my wife, Lebo, at that marvellous institution, Sacred Heart College. So, when Mark asked me to address you tonight, Lebo I and agreed that he was being characteristically wickedly ironic for asking a former lawyer, ranked third in revulsion, and a practising banker, ranked eighth.
Perhaps my saving grace is that I, too, was privileged to Matriculate from Sacred Heart College.I know Mark approves and I am sure that the twin patron saints of education, Saint Thomas Aquinas and Saint John Bosco, would also approve. I also had the privilege of spending a year at that fine Catholic University: the University of Notre Dame. There is some magic in the link between Catholic places of learning, leadership, values and finance. I was therefore thrilled to find out that the University of Notre Dame is ranked tops on a list put together by Bloomberg of universities attended by chief executive officers of the 100 prime US financial firms. One of these CEOs has said that Notre Dame teaches performance, community, respect, integrity, diversity, teamwork and balance and that those values make organisations successful in the long run.
All of this is conclusive proof that education really is the “silver bullet”.
Let me quickly point out that I am conscious that there are people from countries other than South Africa present tonight. My argument is going to be confined to South Africa for time considerations, but a lot of the themes apply to the rest of the African continent.
A company is an organ of society and a corporate citizen. Its executives are there to manage it as a going concern, and to create value for stakeholders. Responsible business leaders are stewards who should want to preserve, nurture and strengthen their business, and aim to hand it on to the next generation in better condition than they found it. Stakeholders include society, government, staff, customers and future generations. They recognise that there is a duty of care here.
Consequently, responsible business leaders are guided by a broader set of goals than the narrow pursuit of short-term profit.
Let me be clear. Of course business leaders must spend most of their time and energy seeking to generate good and long-range profits to reward shareholders fairly for the risks they assume consequent on being invested in the company. Money given by them to us is a sine qua non for our business activities – no equity, no business – no business, no prosperity!
What are the specific challenges facing business leaders in South Africa as we aim to balance immediate profit and long-run responsibilities?
Looking broadly at South African society, I think that responsible business leaders are worried about the same kinds of challenges that keep thoughtful citizens awake at night. Left unchecked, these challenges would make it hard and expensive to do business. They increase costs, they increase risks, they reduce profits and they make capital and funding expensive.
We often find ourselves faced with proposed policies and regulations drafted by professionals who believe that the state should intervene heavily in markets because markets have failed society. In these circumstances, one of our biggest challenges is to reach outcomes that meet government’s and society’s entirely legitimate need to achieve profound, pervasive and permanent equity and transformation, without draining the dynamism from the economy.
It is remarkable that South Africa has the highest unemployment rate of any major economy.
Our country has another undesirable distinction: the highest level of income inequality in the world.
Whilst appalling, the news on HIV/AIDS is slightly better. Thankfully, the rate of new infections is starting to level off. But still one in eight South Africans is HIV positive.
Crime is a tremendous challenge!
Corruption is harder to measure, but has certainly become an all-too-regular topic in the newspapers.
On infrastructure, there are far too many unanswered questions about how our power, water, transport and telecommunications needs are going to be met in the near future.
I do not need to tell this audience that the overall education picture is simply atrocious.
These deficiencies in our education system look even worse in the light of global standards. Take the World Economic Forum’s Global Competiveness Report. This year, it found that an inadequately educated workforce was the second biggest constraint to doing business in South Africa. (Crime was first.) It went on to note that South Africa ranks in the 11th percentile for quality of the educational system, and stone last among 133 countries surveyed for the quality of our maths and science education.
In short, we have an education system that is not producing the skills that we need to fuel our economy. Instead, it continues to entrench inequality and unemployment ever more deeply with each year’s abysmal performance. This is nothing but a powder keg that is sure to be ignited by such poor performance.
So how should a responsible business leader deal with these challenges?
First, I believe we have a right and duty to remind our fellow South Africans that, simply by going about our businesses successfully and in an ethical way, we are already making hefty contributions to growth and development.
Second, South African business leaders need to be very sensitive to the realities of the socio-political environment in which we work. Having happily entered the post-1994 era unscathed, for far too long business has been aloof from the realities of a thoroughly third world country, with business leaders talking to one another about our own challenges and dreams, but dislocated from the responsibilities of today!
Admittedly, our conversations are often of the quality and potential effect similar to that of the Constantinople elite’s scintillating but inconclusive debates in 1453, when they argued about how many angels could dance on the head of a pin and what their gender was, whilst the Sultan Mehmet the Conqueror had the city under an effective and successful siege. Phantasms are fine, but we must engage society meaningfully! In particular, it is vitally important that we design products that serve the pressing needs of South Africa’s poor majority and that we invest in ways that maximise job creation. If we fail, Armageddon will be at our door.
Third, we need to continue to drive transformation and encourage diversity. We must contribute to achieving social justice.
Fourth, we should support an engaged civil society. Civil society organisations are an immense source of social cohesion.
Fifth, we need to be constantly vigilant about maintaining the highest ethical standards in our companies.
Sixth, we ought to rebut the persistently negative sentiment and undue pessimism that so many people have about South Africa.
Seventh, last, and most important, we need many more skilled workers to support the growth of our economy. We very badly need many more well educated people.
In the end, though, it comes down to teachers and principals. There are, therefore, two great responsibilities on your shoulders. We look to you to provide South Africa with its next generation of skilled people and leaders. And we expect you to provide the essential leadership that our schools need to create that next generation.
Looked at from the perspective of business, what kinds of leadership skills should be developed in schools? Again, I hesitate to offer advice to experts in their field. But since you asked, here are my thoughts:
We want to buttress South Africa’s national competitive advantage. So, because the world is globalising, we need versatile men and women. We wish for Renaissance men and women. We know you can produce them. We would like young people who have a personal and societal vision so that they can match that with society’s as well as that of whatever business they will work for. They should be able to inspire others with their vision. That vision must include other nations and cultures as well as the natural environment.
They need to be able to turn such vision into plans with specific objectives, initiatives to be undertaken and measurements to determine success or failure. In short, they need project management skills.
They should have discipline; in particular, they should be skilled at time management. They should know how to run meetings, from the one-to-one meeting to the large meeting.
They need to have values – to stand for something greater than themselves. Those values must be humane and they should stretch towards the highest ideals of human dignity. Ubuntu should be cardinal. They should realise that the essence of humanity is the living relations between the individual and others, the community, the cosmos and God. Compassion and empathy are important. They should live non-racism and non-sexism. They must appreciate diversity.
They must be people with initiative so that they can take action on the things that need to get done at work without being policed. They should therefore be at once volunteers and champions. Volunteers for being passionate about the things they are committed to. Champions for being professional and competitive, striving for excellence, but competitive in the constructive way contemplated by Mikhail Barishnikov when he said: “I do not try to dance better than anyone else. I only try to dance better than myself.” So they must also be energetic and resilient. They must know how to nurture their physical, mental and social health.
We desperately desire them to be literate, cultured and numerate. So they should learn to read extensively, appreciate the classics and value the arts because imagination, thoughtfulness, problem solving and innovativeness are crucial in fiercely competitive businesses. Furthermore, they need financial and economic skills – they should understand the basics of cash flow, income statements, and balance sheets as well as how financial, commodity and other markets work. They should appreciate risk and its role in life in general and in business in particular. They must be schooled in risk’s perennial partner, reward, so that they may calculate the balance between risk and reward in all endeavours.
We want people who can speak and write well. They will need to sell things and ideas, so they need to have skills in persuasion. Business is often about contestation for resources, so negotiation and diplomatic skills are vital. They must be capable of social networking – they must be schooled in etiquette and manners.
They must be patriots who are also citizens of the world in the sense meant by Abraham Lincoln when he said: “I like to see a man proud of the place in which he lives. I like to see a man live so that his place will be proud of him.” But we require them to cope in an interconnected and multicultural world so we are with Pablo Casals when he says: “The love of one's country is a splendid thing. But why should love stop at the border?” Indeed, I am with Leo Tolstoy on human solidarity when he writes in his The Wisdom of Humankind: “We can and must learn to love all people. Do not ask God to unite you. He has made you one already by placing his one and the same spirit in you all. Only cast off the things which divide you, and you will be one.”
Some might say that this is a tall order. I agree, but I am afraid that these are the skills and people that we need if South Africa is to shore up its national competitive advantage and take its rightful place among the family of nations as is so beautifully admonished in the Preamble to the Constitution of the Republic of South Africa.
In closing, let me say this. Yours is a prodigious task. The words of Robert McNamara, past president of the World Bank, are as true today as they were when he said them in 1982: “I have seen very few countries in the world that have such inadequate conditions. I was shocked at what I saw in some of the rural areas in the homelands. Education is of fundamental importance. There is no social, political, or economic problem you can solve without adequate education.” But South Africa needs you to succeed. I pray that you will continue with the courage and fortitude necessary to fulfil your mission. Thank you and good night!
Thursday, August 12, 2010
Tuesday, July 27, 2010
Tuesday, June 8, 2010
Wednesday, May 26, 2010
A Noble Profession
‘Teachers have the easiest jobs in the world! They finish work at 3pm every day, and they have all the school holidays!’ I can’t tell you how often I’ve heard this statement. Or, perhaps my favourite one – ‘Teachers teach because they don’t know how to do!’ Yes, these are the misguided perceptions of many people, including many parents who teach their children that teaching is a lowly profession and deserves no respect. Teaching remains one of the lowest paid professions that require a degree and/or postgraduate qualification. This, coupled with the dire state of education in our country, and the poor example set by some teachers, has seen the gradual decline of the status of teaching as a profession.
I find fewer and fewer school leavers wanting to enter the teaching profession, and if they are considering it, they are often talked out of it, sometimes even by teachers themselves! Unlike many Eastern countries where teachers are revered and occupy an elevated position in society, teachers in Western society, like most civil servants, do not enjoy the same levels of respect. Perhaps it is because we gauge the value and contribution of someone in society by the amount that they earn, or because our societal priorities are dysfunctionally inverted – we have lost sight of what is critically important for a sustainable and productive society. Whatever the case may be, the sad truth exists – teaching is a profession which is under-valued and little celebrated. I must caution from the outset that this is not a ‘pat on the back’ exercise, instead, I would like to remind you just how important teachers are, and to give you a glimpse into what teachers do besides teaching and marking. We are not perfect, and I acknowledge this fact, but we do the best that we can, and we have your children’s best interests at heart. We want to earn the respect of your children, but cannot expect to achieve this if there is a message coming from the home that says teachers and the teaching profession should not be respected.
What is a teacher? When I ask this question, I do not refer here to those who are teachers only in name. I am talking of teachers who are a credit to their profession, and live out the very essence of this calling. In my humble opinion, I would like to offer my thoughts on what the definition is of a true teacher. I hope for you, as parents, it will help you understand the noble calling that is teaching, and also inspire those teachers who read this, that it may serve to reinforce the amazing work you do, and inspire you to be even better teachers.
A real teacher...
...is a big brother/sister, guardian , counsellor, psychologist (we would be psychiatrists, but we’re not allowed prescribing medication!), First Aider, actor extraordinaire, guide, mentor, coach, entertainer, comedian, career counsellor. He/she is a shoulder to cry on, a confidante, taskmaster, mind reader, body language expert and a whole lot more...in a day!
...knows that learning doesn’t just happen in the curriculum, but looks for opportunities to teach on the sports field, on the playground, and at every opportunity where there exists the possibility to learn something new or reinforce something already learnt.
...sees teaching as a calling, not a job. He/she does not clock in or clock out, but gives of his/her time selflessly. There is no start time or end time for a teacher – he/she is always a teacher, even after hours!
...teaches gentleness in a violent world
...teaches true, unconditional love in a world where love has become warped and distorted
...teaches compassion and altruism in a world that says, “It’s every man for himself!”
...teaches self-control in a hedonistic society that says, “Do what your heart desires!”
...teaches humility in a world that says, “Look at me!”
...teaches patience in an ‘instant’ world
...teaches real peace, not peace that is achieved by dropping bombs on another country
...teaches the importance of fairness even though life can seem so unfair
...is a living example of values, morals and ethics that are in direct conflict with the actions of many of the world’s ‘role models’, and its political leaders
...sees the good in a child when everyone else can only see bad
...has a heart for those children who are least favoured in life – he/she will always back the underdog (that’s why most teachers support the Stormers!)
...sees your child as being just as unique as you see him/her
...disciplines your child out of love, not out of vindictiveness nor malice. He/she uses discipline to create boundaries because children love boundaries, and learn best when they are in an environment where they know what they are allowed to do, and what they are not allowed to do
...never stops learning, and wanting to be a better teacher, no matter how experienced he/she is
...has the humility and grace to teach some minds and intellects greater than his/her own
...is prepared to make a fool of him/herself if it means the class will understand and remember
...puts personal pain and heartache aside so as to deal with the pain and heartache of the children in his/her care
And at the end of the day, what does a teacher want? Not piles of end of year gifts (though there won’t be any complaints!) but rather the knowledge that his/her work has been appreciated. Those little notes, and those cards that just say “Thank You” are treasured long after you’ve forgotten you ever wrote them. It’s those “Thank you’s” that keep us motivated and strong. A real teacher says, “As long as I touched one life in my career, it was all worth it!”
So, next time you’re tempted to say, ‘Teachers have the easiest jobs in the world! They finish work at 3pm every day, and they have all the school holidays!’ or even, ‘Teachers teach because they don’t know how to do!’ especially if it’s in front of your children, remember these words, and spare a thought for the teacher who loves and cares for your child.
I find fewer and fewer school leavers wanting to enter the teaching profession, and if they are considering it, they are often talked out of it, sometimes even by teachers themselves! Unlike many Eastern countries where teachers are revered and occupy an elevated position in society, teachers in Western society, like most civil servants, do not enjoy the same levels of respect. Perhaps it is because we gauge the value and contribution of someone in society by the amount that they earn, or because our societal priorities are dysfunctionally inverted – we have lost sight of what is critically important for a sustainable and productive society. Whatever the case may be, the sad truth exists – teaching is a profession which is under-valued and little celebrated. I must caution from the outset that this is not a ‘pat on the back’ exercise, instead, I would like to remind you just how important teachers are, and to give you a glimpse into what teachers do besides teaching and marking. We are not perfect, and I acknowledge this fact, but we do the best that we can, and we have your children’s best interests at heart. We want to earn the respect of your children, but cannot expect to achieve this if there is a message coming from the home that says teachers and the teaching profession should not be respected.
What is a teacher? When I ask this question, I do not refer here to those who are teachers only in name. I am talking of teachers who are a credit to their profession, and live out the very essence of this calling. In my humble opinion, I would like to offer my thoughts on what the definition is of a true teacher. I hope for you, as parents, it will help you understand the noble calling that is teaching, and also inspire those teachers who read this, that it may serve to reinforce the amazing work you do, and inspire you to be even better teachers.
A real teacher...
...is a big brother/sister, guardian , counsellor, psychologist (we would be psychiatrists, but we’re not allowed prescribing medication!), First Aider, actor extraordinaire, guide, mentor, coach, entertainer, comedian, career counsellor. He/she is a shoulder to cry on, a confidante, taskmaster, mind reader, body language expert and a whole lot more...in a day!
...knows that learning doesn’t just happen in the curriculum, but looks for opportunities to teach on the sports field, on the playground, and at every opportunity where there exists the possibility to learn something new or reinforce something already learnt.
...sees teaching as a calling, not a job. He/she does not clock in or clock out, but gives of his/her time selflessly. There is no start time or end time for a teacher – he/she is always a teacher, even after hours!
...teaches gentleness in a violent world
...teaches true, unconditional love in a world where love has become warped and distorted
...teaches compassion and altruism in a world that says, “It’s every man for himself!”
...teaches self-control in a hedonistic society that says, “Do what your heart desires!”
...teaches humility in a world that says, “Look at me!”
...teaches patience in an ‘instant’ world
...teaches real peace, not peace that is achieved by dropping bombs on another country
...teaches the importance of fairness even though life can seem so unfair
...is a living example of values, morals and ethics that are in direct conflict with the actions of many of the world’s ‘role models’, and its political leaders
...sees the good in a child when everyone else can only see bad
...has a heart for those children who are least favoured in life – he/she will always back the underdog (that’s why most teachers support the Stormers!)
...sees your child as being just as unique as you see him/her
...disciplines your child out of love, not out of vindictiveness nor malice. He/she uses discipline to create boundaries because children love boundaries, and learn best when they are in an environment where they know what they are allowed to do, and what they are not allowed to do
...never stops learning, and wanting to be a better teacher, no matter how experienced he/she is
...has the humility and grace to teach some minds and intellects greater than his/her own
...is prepared to make a fool of him/herself if it means the class will understand and remember
...puts personal pain and heartache aside so as to deal with the pain and heartache of the children in his/her care
And at the end of the day, what does a teacher want? Not piles of end of year gifts (though there won’t be any complaints!) but rather the knowledge that his/her work has been appreciated. Those little notes, and those cards that just say “Thank You” are treasured long after you’ve forgotten you ever wrote them. It’s those “Thank you’s” that keep us motivated and strong. A real teacher says, “As long as I touched one life in my career, it was all worth it!”
So, next time you’re tempted to say, ‘Teachers have the easiest jobs in the world! They finish work at 3pm every day, and they have all the school holidays!’ or even, ‘Teachers teach because they don’t know how to do!’ especially if it’s in front of your children, remember these words, and spare a thought for the teacher who loves and cares for your child.
Tuesday, May 18, 2010
Friday, May 7, 2010
Wednesday, May 5, 2010
The Advantages of Adversity
THE ADVANTAGES OF ADVERSITY
Dear parent
WALKING AWAY
It is eighteen years ago, almost to the day –
A sunny day with leaves just turning,
The touch-lines new-ruled – since I watched you play
Your first game of football, then, like a satellite
Wrenched from its orbit, go drifting away
Behind a scatter of pupils. I can see
You walking away from me towards the school
With the pathos of a half-fledged thing set free
Into a wilderness, the gait of one
Who finds no path where the path should be.
That hesitant figure, eddying away
Like a winged seed loosened from its parent stem,
Has something I never quite grasp to convey
About nature’s give-and-take – the small, the scorching
Ordeals which fire one’s irresolute clay.
I have had worse partings, but none that so
Gnaws at my mind still. Perhaps it is roughly
Saying what God alone could perfectly show –
How selfhood begins with a walking away,
And love is proved in the letting go.
This year, I hope your child experiences the pain of failure!
Why would I make such a callous, seemingly uncaring statement? I make this statement because without failure, our children’s education is incomplete, and we certainly cannot then expect them to be well-rounded, confident problem solvers. As teachers and parents, we often regard children, including adolescents, as fragile human beings who must be cared for in an especially delicate manner. The truth is that children are far more resilient than we give them credit for. Indeed, many teenagers show remarkable recovery from major tragedies, setbacks and disappointments. They often cope better than adults in these situations. Despite this, when a child is faced with even the slightest difficulty, obstacle, or problem, the protective instinct in the parent kicks in, and there is an overwhelming urge to save the child from pain, and provide a quick fix solution that will bypass any pain. The first term of the year has seen a number of well-meaning parents desperately concerned with a ‘problem’ that has arisen with their child, and before allowing their child to deal with the problem, they immediately contact the school, demanding solutions, and expecting retributions. Similarly, in some disciplinary matters, parents will often stand in defence of their child, even though they are well aware of the fact that the child has done something wrong, and needs to face the consequences of his/her actions. While I cannot criticise a parent for wanting to love and care for the child, and while I must unequivocally state that I do not refer here to matters that will severely impact the physical and mental health of a child, I do need to say that problem solving is key to personal growth, and the development of authentic self-esteem. Sadly, however, many parents do not give their children sufficient latitude to learn from their mistakes, deal with the hardships that they face, or be held accountable for their actions. While it may seem, at the time, that you are doing the right thing by finding a solution for your child, you may in fact be doing your child a complete disservice.
I would ask you to consider the most meaningful lessons you have learnt in your life. Chances are that these lessons were learnt primarily through loss, disappointment or failure. As a parent then, are you providing your child with these learning opportunities, or are you preventing his/her growth because you are being too protective? As the poem above suggests, it is extremely difficult for a parent to ‘let go,’ yet this is an important act of love because by letting go, you give your child the freedom to find him or herself. By not ‘letting go’ you are indirectly saying that you do not believe he/she can cope with life’s challenges.
I am certainly not condoning an environment where there are no boundaries, and your teenager is given free rein to do as he/she pleases. Instead, I am saying that you need to empower you child. This empowerment does not come from you providing a quick fix solution, but rather by allowing him/her to master meaningful challenges and be accountable for his/her actions. By inviting a child to cope, rather than giving him/her the solution, we show our belief in that child, and build self-esteem. The key point here is that we (the school and you, as the parent) need to invest in your child’s emotional, spiritual and moral growth rather than merely solving the problems for him/her. Though this process will take a little longer, and will certainly be painful at times, the benefit is greater because we are developing coping mechanisms and self-belief in the child. In this light, you will understand what I mean when I say, “Let us prepare the child for the path, rather than the path for the child.”
Dear parent
WALKING AWAY
It is eighteen years ago, almost to the day –
A sunny day with leaves just turning,
The touch-lines new-ruled – since I watched you play
Your first game of football, then, like a satellite
Wrenched from its orbit, go drifting away
Behind a scatter of pupils. I can see
You walking away from me towards the school
With the pathos of a half-fledged thing set free
Into a wilderness, the gait of one
Who finds no path where the path should be.
That hesitant figure, eddying away
Like a winged seed loosened from its parent stem,
Has something I never quite grasp to convey
About nature’s give-and-take – the small, the scorching
Ordeals which fire one’s irresolute clay.
I have had worse partings, but none that so
Gnaws at my mind still. Perhaps it is roughly
Saying what God alone could perfectly show –
How selfhood begins with a walking away,
And love is proved in the letting go.
This year, I hope your child experiences the pain of failure!
Why would I make such a callous, seemingly uncaring statement? I make this statement because without failure, our children’s education is incomplete, and we certainly cannot then expect them to be well-rounded, confident problem solvers. As teachers and parents, we often regard children, including adolescents, as fragile human beings who must be cared for in an especially delicate manner. The truth is that children are far more resilient than we give them credit for. Indeed, many teenagers show remarkable recovery from major tragedies, setbacks and disappointments. They often cope better than adults in these situations. Despite this, when a child is faced with even the slightest difficulty, obstacle, or problem, the protective instinct in the parent kicks in, and there is an overwhelming urge to save the child from pain, and provide a quick fix solution that will bypass any pain. The first term of the year has seen a number of well-meaning parents desperately concerned with a ‘problem’ that has arisen with their child, and before allowing their child to deal with the problem, they immediately contact the school, demanding solutions, and expecting retributions. Similarly, in some disciplinary matters, parents will often stand in defence of their child, even though they are well aware of the fact that the child has done something wrong, and needs to face the consequences of his/her actions. While I cannot criticise a parent for wanting to love and care for the child, and while I must unequivocally state that I do not refer here to matters that will severely impact the physical and mental health of a child, I do need to say that problem solving is key to personal growth, and the development of authentic self-esteem. Sadly, however, many parents do not give their children sufficient latitude to learn from their mistakes, deal with the hardships that they face, or be held accountable for their actions. While it may seem, at the time, that you are doing the right thing by finding a solution for your child, you may in fact be doing your child a complete disservice.
I would ask you to consider the most meaningful lessons you have learnt in your life. Chances are that these lessons were learnt primarily through loss, disappointment or failure. As a parent then, are you providing your child with these learning opportunities, or are you preventing his/her growth because you are being too protective? As the poem above suggests, it is extremely difficult for a parent to ‘let go,’ yet this is an important act of love because by letting go, you give your child the freedom to find him or herself. By not ‘letting go’ you are indirectly saying that you do not believe he/she can cope with life’s challenges.
I am certainly not condoning an environment where there are no boundaries, and your teenager is given free rein to do as he/she pleases. Instead, I am saying that you need to empower you child. This empowerment does not come from you providing a quick fix solution, but rather by allowing him/her to master meaningful challenges and be accountable for his/her actions. By inviting a child to cope, rather than giving him/her the solution, we show our belief in that child, and build self-esteem. The key point here is that we (the school and you, as the parent) need to invest in your child’s emotional, spiritual and moral growth rather than merely solving the problems for him/her. Though this process will take a little longer, and will certainly be painful at times, the benefit is greater because we are developing coping mechanisms and self-belief in the child. In this light, you will understand what I mean when I say, “Let us prepare the child for the path, rather than the path for the child.”
Tuesday, May 4, 2010
The Toxic Mix
Having recently attended a talk by Graeme Bloch, as well as reading his book, ‘The Toxic Mix’, this topic has become all the more real for me. I would encourage you, as parents, to read this book, which takes a careful look at the state of education in South Africa. It certainly delivers a strong dose of reality, and makes one appreciate the challenge that lies ahead.
I thought I would include some of the statistics which offer a stark portrayal of the situation in our country. Here are some facts which you may find interesting:
45% of university students drop out before completing their studies. This is even higher at Universities of Technology, where the drop-out rate is 66%.
10% of white matriculants achieve ‘A’ aggregates, as opposed to 0.1% of blacks who achieve ‘A’ aggregates.
It is estimated that only 52 out of 100 learners start at Grade 1 and make it to Grade 12.
Of children with at least one parent who has attained less than Grade 10, only 30% gain matric.
This rises to 56% where one parent has Grade 10 or 11, 74% where a parent has matriculated, and
84% if a parent has a degree.
17% of schools have no access to electricity
79% of schools have no library facilities
60% of secondary schools have no laboratory facilities
68% of schools have no computers
31% of schools depend for their water supply on borehole or rain water
South Africa spends more (as a percentage of GDP) on school education than any other African country, and yet appears to demonstrate the worst return on investment, especially when considering the following results of tests conducted:
Grade 3 Systemic Evaluation (released in 2003) – 51 000 learners were tested in 3 assessment tasks. Average score of 30% for the Maths task, 54% was the literacy average, and 39% for reading and writing.
National Grade 6 testing (released in 2005) – 34 015 learners were tested in language, maths and natural sciences. 35% mean score for language, 27% for maths and 41% for natural sciences. Only 28% of Grade 6 learners reached the ‘achieved’ level or higher, with 81% scoring at the ‘not achieved’ level – this means that only about 1 in 10 learners was at the standard required by the National Curriculum Statement! The 2008 results do not show statistically significant improvements.
The Monitoring Learning Achievement study of 1999, designed by UNESCO and UNICEF took samples of Grade 4 learners in a number of countries. South Africa was rock bottom in numeracy, with a score of 30% compared to Tunisia’s 60%. Literacy was at 48% - short of Tunisia’s 78% and Mauritius’ 61%.
TIMMS was conducted by the HSRC to a sample of Grade 8 learners. With an international average score of 467 for maths and 474 for science, South African learners achieved 264 and 244 respectively. Black schools had a mean of 227, and formerly white schools a mean of 456 (Still below the international average!)
Far from being a ‘doom-and-gloom’ exercise, what becomes clear is that blame cannot rest on one, nor can success. Successful education requires the dedication and commitment of all role players, from government to the classroom. While change might be slow in the higher rungs of government, change can start now, in the classroom and in the home through the continual promotion and affirmation of the benefits of hard work, realistic goals and high personal standards. In addition, let us be mindful of our privileged position, and make the most of the opportunities afforded us, opportunities which are inaccessible to many, if not most, South Africans.
I thought I would include some of the statistics which offer a stark portrayal of the situation in our country. Here are some facts which you may find interesting:
45% of university students drop out before completing their studies. This is even higher at Universities of Technology, where the drop-out rate is 66%.
10% of white matriculants achieve ‘A’ aggregates, as opposed to 0.1% of blacks who achieve ‘A’ aggregates.
It is estimated that only 52 out of 100 learners start at Grade 1 and make it to Grade 12.
Of children with at least one parent who has attained less than Grade 10, only 30% gain matric.
This rises to 56% where one parent has Grade 10 or 11, 74% where a parent has matriculated, and
84% if a parent has a degree.
17% of schools have no access to electricity
79% of schools have no library facilities
60% of secondary schools have no laboratory facilities
68% of schools have no computers
31% of schools depend for their water supply on borehole or rain water
South Africa spends more (as a percentage of GDP) on school education than any other African country, and yet appears to demonstrate the worst return on investment, especially when considering the following results of tests conducted:
Grade 3 Systemic Evaluation (released in 2003) – 51 000 learners were tested in 3 assessment tasks. Average score of 30% for the Maths task, 54% was the literacy average, and 39% for reading and writing.
National Grade 6 testing (released in 2005) – 34 015 learners were tested in language, maths and natural sciences. 35% mean score for language, 27% for maths and 41% for natural sciences. Only 28% of Grade 6 learners reached the ‘achieved’ level or higher, with 81% scoring at the ‘not achieved’ level – this means that only about 1 in 10 learners was at the standard required by the National Curriculum Statement! The 2008 results do not show statistically significant improvements.
The Monitoring Learning Achievement study of 1999, designed by UNESCO and UNICEF took samples of Grade 4 learners in a number of countries. South Africa was rock bottom in numeracy, with a score of 30% compared to Tunisia’s 60%. Literacy was at 48% - short of Tunisia’s 78% and Mauritius’ 61%.
TIMMS was conducted by the HSRC to a sample of Grade 8 learners. With an international average score of 467 for maths and 474 for science, South African learners achieved 264 and 244 respectively. Black schools had a mean of 227, and formerly white schools a mean of 456 (Still below the international average!)
Far from being a ‘doom-and-gloom’ exercise, what becomes clear is that blame cannot rest on one, nor can success. Successful education requires the dedication and commitment of all role players, from government to the classroom. While change might be slow in the higher rungs of government, change can start now, in the classroom and in the home through the continual promotion and affirmation of the benefits of hard work, realistic goals and high personal standards. In addition, let us be mindful of our privileged position, and make the most of the opportunities afforded us, opportunities which are inaccessible to many, if not most, South Africans.
Real men and women
Train a child in the way he should go, and when he is old he will not turn from it.
Proverbs 22:6
I am no TV addict, but I won’t deny that it is a pastime that I do enjoy when I have the time. I recently stumbled across a reality programme on MTV which raised a number of questions in my mind, and left me feeling truly saddened at the world our teenagers live in, and have to survive!
The programme in question examines the lives of eight young cast members living and vacationing at various resorts along the Jersey Shore. In exchange for living and partying in the shore house, each member of the cast is required to work shifts at a local boardwalk t-shirt store. Failure to comply with the ground rules set by their boss, who owns the shore house in which the cast resides, results in termination and eviction from the shore house.What I found so disturbing is not the mindless content that we have become so used to in reality shows, but rather the message that this show communicates and portrays. While we know that, in many respects, this has become a truly hedonistic society, and this is exactly what the show portrays, what was most disconcerting and troubling for me was the way in which ‘real’ men and women are portrayed and defined in our modern society (if this show is anything to go by). Our television world is increasingly becoming a world of false ideals, with our teenagers being actively encouraged to practice such ideals. Our teenagers are exposed to role models who live life as if it is one big party – no rules, no consequences, no consideration for others. If this reality show is reflective of general society (which seems to be the case) then this modern society defines the real man by the number of conquests he has in a night. Promiscuity is worn like a badge of honour and loyalty and faithfulness in a romantic relationship is seen as a sign of weakness. In such a society, virginity is not honoured, nor respect given to a person who chooses a chaste life. Our ‘instant’ society seeks instant gratification, and will, it appears, forgo honour, trust and loyalty in exchange for a moment of self-gratification.
While we can debate whether the television world is indeed a reflection of the real world, the truth remains that our teenagers’ definition of the world is greatly influenced by what they see and hear in the media. This does not mean that we are fighting a losing battle however. Instead, it places a huge responsibility on teachers and parents to reinforce the true definition of being a man or a woman. I frequently ask myself the question: What example am I setting for the teenagers I interact with as a teacher? When it comes to the boys, I ask a more specific question: Am I showing them what a real man is? When we are mindful of what our teenagers are exposed to, we must sense the need to guide and advise each one of them.
For boys, we need to provide them with solid father-figures who show that being male is one thing, being a man is another, and being a gentleman is more. Indeed, as Edwin Cole in ‘Maximized Manhood’ (A book I would encourage every father and son to read) suggests, 'being male is a matter of birth, however being man is a matter of choice.' As such, Manhood and Christlikeness become synonymous, and the need for responsible male leadership is vital for our teenage boys, and needs to be evident in both the home and school.
My disillusionment at the media messages our young men are exposed to has, in some way, been tempered by the news I recently heard that Angus Buchan’s ‘Mighty Men’ Conference is set to attract a record 400 000 men, bearing in mind that there are only 300 000 people coming to the 2010 Soccer World Cup from outside South Africa. The conference, which aims to stimulate and promote spiritual growth and passion for Jesus in the lives of Christian men, has seen phenomenal growth in the past few years, and clearly highlights the need in so many men to find their righteous place in the world today. It is encouraging to see that more and more men are increasingly realising their God-calling to be true, faithful and honourable grandfathers, fathers, sons and grandsons. Edwin Cole defines the truest Christian as always being the finest gentleman. Sadly, the notion of being a gentleman has become muddled in recent times, however it is fair to say that 'it is not what men are born with, but what is reborn in them' that gives them the character and quality of real manhood.
So, what is a real man? I suppose a real man is one who takes responsibility for the choices he makes, and considers the consequences of his actions. He is accountable, faithful and honest. While he may not have tough hands, he will have a tough spirit which is prepared to endure hardships rather than seeking an excuse or a quick way out; a spirit which will not lie down defeated, but will rise to every challenge that is faced. A real man seeks solutions in peace, not violence, acts with restraint not with intemperance.
For the fathers and male teachers of our boys, I would ask the questions: What image are you portraying of manhood in your day to day life? Are you guiding him towards an understanding of the role of men in society, or are you leaving that job to the poor example set by so many of our modern day ‘role models’ and the subtle message of media which treats womanizing, promiscuity and unfaithfulness as the norm?
I would ask a similar question to the mothers of our girls: What image are you portraying of womanhood in day to day life, and are you guiding your daughter to a full appreciation of her role in society? It saddens me when I hear of young women who seek affirmation through promiscuity, who don’t celebrate their femininity, and can’t find strength within themselves. As real role models, the mothers and female teachers of our girls need to show that true womanhood is characterised by the qualities of strength, confidence and self-assuredness. A real woman finds her identity in herself, not in a man, she does not compromise on her morals and values in order to simply satisfy the desires of a man. A real woman possesses dignity and grace, even in adversity, and refuses to be seen or treated as an object of lust. Just as manhood is synonymous with Christlikeness, so our young women should find their guidance in the way of our mother, Mary, who sought to obey the will of God, was open to life’s opportunities and acted always with absolute humility and grace.
Let us be the role models of our children, let us define the true meaning of manhood and womanhood, rather than leave it to the false ideals and questionable morality of the world around us.
Proverbs 22:6
I am no TV addict, but I won’t deny that it is a pastime that I do enjoy when I have the time. I recently stumbled across a reality programme on MTV which raised a number of questions in my mind, and left me feeling truly saddened at the world our teenagers live in, and have to survive!
The programme in question examines the lives of eight young cast members living and vacationing at various resorts along the Jersey Shore. In exchange for living and partying in the shore house, each member of the cast is required to work shifts at a local boardwalk t-shirt store. Failure to comply with the ground rules set by their boss, who owns the shore house in which the cast resides, results in termination and eviction from the shore house.What I found so disturbing is not the mindless content that we have become so used to in reality shows, but rather the message that this show communicates and portrays. While we know that, in many respects, this has become a truly hedonistic society, and this is exactly what the show portrays, what was most disconcerting and troubling for me was the way in which ‘real’ men and women are portrayed and defined in our modern society (if this show is anything to go by). Our television world is increasingly becoming a world of false ideals, with our teenagers being actively encouraged to practice such ideals. Our teenagers are exposed to role models who live life as if it is one big party – no rules, no consequences, no consideration for others. If this reality show is reflective of general society (which seems to be the case) then this modern society defines the real man by the number of conquests he has in a night. Promiscuity is worn like a badge of honour and loyalty and faithfulness in a romantic relationship is seen as a sign of weakness. In such a society, virginity is not honoured, nor respect given to a person who chooses a chaste life. Our ‘instant’ society seeks instant gratification, and will, it appears, forgo honour, trust and loyalty in exchange for a moment of self-gratification.
While we can debate whether the television world is indeed a reflection of the real world, the truth remains that our teenagers’ definition of the world is greatly influenced by what they see and hear in the media. This does not mean that we are fighting a losing battle however. Instead, it places a huge responsibility on teachers and parents to reinforce the true definition of being a man or a woman. I frequently ask myself the question: What example am I setting for the teenagers I interact with as a teacher? When it comes to the boys, I ask a more specific question: Am I showing them what a real man is? When we are mindful of what our teenagers are exposed to, we must sense the need to guide and advise each one of them.
For boys, we need to provide them with solid father-figures who show that being male is one thing, being a man is another, and being a gentleman is more. Indeed, as Edwin Cole in ‘Maximized Manhood’ (A book I would encourage every father and son to read) suggests, 'being male is a matter of birth, however being man is a matter of choice.' As such, Manhood and Christlikeness become synonymous, and the need for responsible male leadership is vital for our teenage boys, and needs to be evident in both the home and school.
My disillusionment at the media messages our young men are exposed to has, in some way, been tempered by the news I recently heard that Angus Buchan’s ‘Mighty Men’ Conference is set to attract a record 400 000 men, bearing in mind that there are only 300 000 people coming to the 2010 Soccer World Cup from outside South Africa. The conference, which aims to stimulate and promote spiritual growth and passion for Jesus in the lives of Christian men, has seen phenomenal growth in the past few years, and clearly highlights the need in so many men to find their righteous place in the world today. It is encouraging to see that more and more men are increasingly realising their God-calling to be true, faithful and honourable grandfathers, fathers, sons and grandsons. Edwin Cole defines the truest Christian as always being the finest gentleman. Sadly, the notion of being a gentleman has become muddled in recent times, however it is fair to say that 'it is not what men are born with, but what is reborn in them' that gives them the character and quality of real manhood.
So, what is a real man? I suppose a real man is one who takes responsibility for the choices he makes, and considers the consequences of his actions. He is accountable, faithful and honest. While he may not have tough hands, he will have a tough spirit which is prepared to endure hardships rather than seeking an excuse or a quick way out; a spirit which will not lie down defeated, but will rise to every challenge that is faced. A real man seeks solutions in peace, not violence, acts with restraint not with intemperance.
For the fathers and male teachers of our boys, I would ask the questions: What image are you portraying of manhood in your day to day life? Are you guiding him towards an understanding of the role of men in society, or are you leaving that job to the poor example set by so many of our modern day ‘role models’ and the subtle message of media which treats womanizing, promiscuity and unfaithfulness as the norm?
I would ask a similar question to the mothers of our girls: What image are you portraying of womanhood in day to day life, and are you guiding your daughter to a full appreciation of her role in society? It saddens me when I hear of young women who seek affirmation through promiscuity, who don’t celebrate their femininity, and can’t find strength within themselves. As real role models, the mothers and female teachers of our girls need to show that true womanhood is characterised by the qualities of strength, confidence and self-assuredness. A real woman finds her identity in herself, not in a man, she does not compromise on her morals and values in order to simply satisfy the desires of a man. A real woman possesses dignity and grace, even in adversity, and refuses to be seen or treated as an object of lust. Just as manhood is synonymous with Christlikeness, so our young women should find their guidance in the way of our mother, Mary, who sought to obey the will of God, was open to life’s opportunities and acted always with absolute humility and grace.
Let us be the role models of our children, let us define the true meaning of manhood and womanhood, rather than leave it to the false ideals and questionable morality of the world around us.
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