Page 2 - Ideal Teacher Digital Brochure

WHO IS AN IDEAL TEACHER IN THE SOUTH AFRICAN

CONTEXT IN THE ERA OF 4IR?

THE SOUTH AFRICA EDUCATION LANDSCAPE IN JANUARY 2019? (Spaull, 2019)

1. Learning outcomes: After initial improvements in learning outcomes (2003-2011 - TIMSS & PIRLS), now stalling progress in
learning outcomes.
2. Teachers: The majority of teachers (80%) lack the content knowledge and pedagogical skill to teach the subjects they are
currently teaching. For example, 79% of Grade 6 mathematics teachers cannot get 60% on a Grade 6/7 level maths test.
3. Reading: Nationally representative surveys (PIRLS 2016) show that 78% of Grade 4 learners cannot read for meaning in any
language (all 11 languages were assessed).
4. Mathematics: Nationally representative surveys (TIMSS-N 2015) show that 61% of Grade 5 learners could not add and subtract
whole numbers, have no understanding of multiplication by one-digit numbers and cannot solve simple word problems, i.e. they
cannot do basic mathematics.
5. Wastelands: Approximately half of South African primary schools (45%) could be described as “cognitive wastelands”, that is
that not a single learner can read and make inferences. Similarly, in 47% of high schools not a single child could reach the
intermediate international benchmark in mathematics.
6. Throughput: The matric results released for 2018 was 78.2% celebrated as an increase from 75.1% in 2017. However, of the 1
067 075 Grade 10s who were enrolled in 2016, only 512 735 wrote matric in 2018. Half the cohort either failed or dropped out,
hence, the actual national pass rate is 36.7%
7. Technology: Access to technology in South African classrooms is low by international standards. The solution is functional
computer laboratories not one-device-per-child.

THE DEMANDS OF 4IR – A LEARNING (R)EVOLUTION

4IR technologies have significant social implications related to job creation, employment opportunities, equality, racialization and the ongoing
development of a fair and just society. Learners need to be taught to understand the scientific basis of new technologies, but they also need to learn
about their social impacts. While learning how to be innovative and creative when it comes to new technologies is important, learners should also
question the underlying values about what is right and wrong in the use of such technologies.
In other words, 4IR questions what it means to be human in the 21st century. Teachers must therefore be prepared to update their teaching methods
st
to include 4IR through a responsive and relevant curriculum that prepares learners with 21 century learning skills which include, creativity, critical
thinking and problem solving. According to Kennedy (2019), schools can do three things when it comes to 4IR:

 They can teach about 4IR in their Science, Technology, Engineering, Arts and Mathematics (STEAM) classes.
 Students need to understand what is happening in the world around them, how it is happening and why it is happening.
 4IR is not a mystery and its basic processes can be the subject of investigation, questioning and interrogation.