The following letter was written by RM Dugmore.

I write this as an ex-teacher and headmaster of 40 years’ experience, whose family has been involved with education for many years. A recent comment in one of the newspapers that the dropping of OBE was not a cure-all has prompted me to write in support.

While acknowledging the inequalities in education, one has at the same time to give credit to the role played by dedicated teachers. Apart from the hard work in the classroom, true teachers willingly participate in helping to organise sport and cultural activities.

It seems to me that many teachers today are in it for all the wrong reasons. I know certain schools where teachers are late for class, who take their time finishing takeaways over break. They fraternise with their pupils, use “stress” as an excuse for staying away and do little to prepare their charges for final examinations.

Yet these teachers draw the same salaries as their conscientious colleagues.

The argument that some schools get results because of the facilities their pupils enjoy is not true. What about the outstanding results achieved by some very poor schools? What do they have in common with more successful schools? Dedicated teachers!

The staff at these poorer schools generally have a competent, dedicated principal and a staff who turn up on time and help coach weaker pupils in the afternoon or even over weekends.

We now have pupils (why learners?) returning to school after a ridiculously long break to find teachers (why educators?) preparing to go on strike.

This at a time when we are told 1GOAL – education – and coinciding with the appeal on Madiba’s birthday to sacrifice their spare time!

I believe there are some 100 days to go before the exams come round. This is usually the reason why lazy teachers and lazy pupils choose to strike.

Anything to drum up an excuse for the poor exam results which will inevitably follow.

What do YOU think? Add your comments below.

When he asked a Singapore official about the basis of their math curriculum, she cited a standards framework put out by the National Council of Teachers of Mathematics – in the United States. West Virginia’s curriculum takes guidance from the same source, Mr Paine says. “So the question remains, why is it that they lead the world in student achievement? I think it’s because of their teacher quality,” he says. Only the top third of secondary school graduates in Singapore can apply for teacher training. The National Institute of Education winnows that field down more and pays a living stipend while they learn to teach. Each year, teachers take an additional 100 hours of paid professional development. And they spend substantial time outside the classroom to plan with colleagues.

Not only is teaching an honored profession in Singapore, but it’s also paid as well as science and engineering careers, according to a report by the Council of Chief State School Officers (CCSSO) and Pearson, the groups that organised the Singapore conference for representatives from 13 nations.

Publish in Naptosa INsight, May 2010. Originally published in The Christian Science Monitor, March 2009.

I suppose I’m generalising here, because even in the work place (i.e. business) there are people who absolutely despise their jobs to the point of rather wanting to work on a kibbutz or log pine trees somewhere in remote Siberia while drinking vodka and singing the “Volga Boatmen’s Song”.

My point, however, is that teaching should first and foremost never be seen as just a job. If there are teachers who teach merely for the pay slip every month, then I sure as anything want to keep my own child far, far away from them.

I was recently invited to speak at the parent teacher evening of *Habibia Primary School in Cape Town. The event itself was hosted at Alexander Sinton High School as Habibia do not yet have their own hall. During the various talks given by many of the teachers, I was surprised, no, shocked, to hear of the challenges that their teachers face daily in terms of the learners (for the benefit of our international visitors, the students).

From general laziness and incorrect uniforms to offensive language and adult material on cellphones, I simply sat there thinking “Wow, times have changed since I was last in school”.

But, have times really changed all that much? Are learners far worse now than they were 20 years ago?

I’d like to say that things were much better when I was in school, but reflecting back on those days, I was reminded that there is certainly no new sin under the sun.

There was general laziness, there was always uniform and hair-style issues, there was certainly offensive language and very often alcohol and drug problems too. Not that I was involved in any of those, barring general laziness and the occasional detention for styling my hair with gel (wax was not the ‘in thing’ during my high school years). At the end of the day though, discipline has always been a problem since Adam and Eve first bit into that apple.

So the question begs, have times changed? Are learners worse? Do they give teachers more reason to go on stress-related leave and be out of the classroom so frequently?

My father, ex Head of Science at Fairmont High School, once told me that never in 20 years of teaching did he send a child out of the class during a lesson, nor refer the child to anyone else for discipline. He always handled everything ‘in-house’ so to speak. Granted, those were the days when corporal punishment was still allowed, but I doubt very much that he metered out many beatings.

He told me: “Adrian, the trick to getting those kids to respect you is by using subtle techniques that show them you’re very much in control of the situation. Never, ever lose your composure in your classroom. Own your classroom, and let them know that when they walk through that door, they’re walking onto your property and into your domain.”

This is not achieved by screaming and shouting, nor by dishing out wholesale punishment in my opinion. The trick is to set the tone from the very first lesson onwards.

When I was in grade 8, I had a teacher, Mr Titus, who set the tone very well during our first history class. He told us upfront that he was not there to be our friend. He was there to be our teacher. He laid out the rules for his classroom, and also detailed the consequences of not adhering to his rules. He applied the “do not smile for the first 4 months” philosophy and needless to say, we experienced quality teaching in his class with few discipline-related disruptions.

Did he possess some magical power? No. Did he have unwavering support from the Department of Education? Probably not. Did he have advanced training and high qualifications from some top university? No. Was his salary much higher than YOURS? No. Was his salary higher than YOURS at all? Probably not.

So, my advice to teachers is this:

1. Stop complaining about the money. If it’s REALLY about the money, then find a different job.
2. Stop complaining about the children. They need love the most, when they deserve it the least. You can make your mark in history by making your mark on them.

You might ‘only’ be a teacher, but by being a teacher you can shape the future. If you cannot see the truth behind this, then in the words of Danny in Hot Fuzz: “Jog on!”.

* Habibia Primary School is an institution that is working hard at making it’s mark in history despite facing daily challenges. The school has many experienced teachers, some who have been teaching for over 40 years. This is a school were teachers do not complain about the state of education, but simply get on with the job of educating the nation.

To improve education, SADTU must match its words with its deeds.

Any discussion on education in South Africa inevitably begins with a litany of its failings.  These collectively constitute an “education crisis”.

Like most truths that are repeated often enough, this litany has turned into political cliché and lost the power to shock.

That is why the new angle, in a speech by Basic Education Minister, Angie Motshekga this week, got people listening again.

She denied there was a crisis in education as a whole:  “It is the education of an African child that is in crisis. The education of children in other communities still remains quite good.”

This statement has evoked much tweeting and blogging.   My own response is this:  If the education of the “African child” is in crisis, it is a crisis for everyone.   “African” children constitute the overwhelming majority of our young people who will shape our country’s future and our place in the world.

Although I would take issue with the Minister’s terminology (I believe white, coloured and Indian children are also African children), her statement is correct.

Any objective analysis of education statistics, demonstrates that if the “African Child” to whom she refers, is attending a school run by the former Department of Education and Training (otherwise known as ex-DET schools), they are falling way behind.    The “African child” who attends a former “model C” school achieves grades that are comparable with pupils in any other category.   And in a recent study of matric pupils studying higher grade mathematics, there was virtually no difference between the “African child” in former “model C” schools and other children in those schools.  But there was a 40% point difference between African children in former DET schools and those in former Model C schools.    This shows what we have always known.  There is nothing inherently lacking in the “African child”.  But there is a very distinct problem with former DET schools.

An analysis of matric results tells the same story.   In the Western Cape, the matric pass rate in former DET schools in 2009 was 49%. The overall average pass rate in the Province was 75%.  This stark divergence does not emerge slowly over 12 years of schooling.  It is already there from the start.  At the end of grade 3, most children in ex DET schools do not meet the most basic foundation-phase literacy and numeracy targets.  And the switch to mother tongue in the foundation phase has not improved matters.

In the Western Cape Education Department, we are currently undertaking in-depth research on the barriers to learning in these schools, including the role played by language.  There have been too many simplistic diagnoses and misdirected “solutions” that have made no difference to the capacity of schools to perform their basic functions:  teaching children how to read, write, calculate and to think.

There are many contributing factors.  We have to understand how these factors interact in a way that results in the consistent failure of these schools to improve their performance, despite the massive redistribution of resources to them over the past 15 years.  In fact the resources allocated to teachers in these schools has increased 30% during this period without any tangible improvements, and in some cases actual decline.  Increased resources have not translated into better outcomes.  We have to find out why.

There can be no doubt that an important factor is the quality of teaching.

There have been several major studies on this in the past which consistently demonstrate that in failing schools, teachers often do not have the subject content knowledge required of them.  One of the shocking statistics in the McKinsey Report concluded that only 33% of teachers teaching grades 4 – 7 in 1000 schools across four provinces were able to pass numeracy tests at the level that was expected of their pupils.

Increasing the number of weak teachers does nothing to improve the quality of education at these schools.  After all, the additional 30% in teacher allocation in these schools has made no difference.  Addressing the problem of quality will take a long time.  We have to recruit excellent students into the teaching profession, train them well, encourage them to stay in South Africa and teach in the public school system.  We have to find a way of making sure that every teacher appointed to a post is “fit for the purpose” of teaching the required subject.  And we have to find ways of terminating the services of those who are not, and who do not improve despite additional training and support.

It is also a fact that most teachers in our failing schools are members of the South African Democratic Teachers’ Union (SADTU).  At other schools teachers tend, by and large, to belong to other unions such as the National Professional Teachers Organisation of South Africa (NAPTOSA) or the Suid-Afrikaanse Onderwysers Unie (SAOU).

One of the most important recent developments in education was the announcement two weeks ago that these three unions had agreed to sign an Accord with the national Department of Basic Education committing themselves to improving the quality of public schooling.  This social contract, if it is translated into practice, could be a watershed in the long, uphill struggle to improve education.

We strongly support this social contract, and will do all we can to help meet the quid-pro-quo required from the state, by providing the required facilities, learning resources, and support.  We take the unions, and particularly SADTU, at their word when they say they are committed to improving the quality of public education.

That is why it came as such a shock to learn that, since this announcement, SADTU has made a move to establish itself as the only recognized union in the teaching sector.  In effect, SADTU is seeking to remove the access of the two other unions (SAOU and NAPTOSA) to the collective bargaining process.  This will effectively kill off SADTU’s competitors.

SADTU’s sleight of hand has come in a letter addressed to the Education Labour Relations Council, in which SADTU promotes the concept of “one union for one industry”.  It proposes to achieve this for the teaching profession by increasing the membership threshold for a union to gain access to the bargaining Council from the present 50,000 members to 100,000 members.  This would exclude every union except SADTU.  And SADTU knows that no teacher will want to belong to a union that cannot negotiate on their behalf.

It is difficult to understand that SADTU members can seriously commit themselves to improving the quality of education one day, and submit this proposal to the Education Labour Relations Council the next.  Given that it has done so, SADTU should not be too surprised if people begin to question the genuineness of its commitment to improving the quality of education.

After all, according to the independent Tokiso Review, 42% of all work days lost due to strike action across the economy between 1995-2009 were attributable to SADTU.  That is the most shocking statistic in the new South Africa because it demonstrates how much SADTU is prepared to sacrifice the future of what Minister Motshekga calls the “African child” in order to advance their own interests.  In this context it is hardly surprising that education for these children is facing such a grave crisis.

Surely SADTU can see what damage their proposal would do to the public education sector? SADTU must recognize that, as a consequence of their actions over the past 15 years, and the results of the children they teach, they have lost the public’s confidence when it comes to providing quality education.  Indeed, they have lost the confidence of their own members.  That is why SADTU members generally do whatever they can to send their own children to schools with the fewest possible number of SADTU teachers.

SADTU must take responsibility for turning this perception around.  We are prepared to help them.  But this will require taking joint responsibility for improving the quality of education in dysfunctional schools, not destroying those that work.   Instead of continuing its attack on quality education, and the teachers who provide it, let us take joint responsibility for extending the quality that exists into every school in the country.   We are ready to work together with SADTU.  We look forward to their reciprocation.

What do YOU think? Type your comments below.

With the average age of Civil Engineers in SA at approximately 57 years of age, we are going to experience major problems in SA over the next 10 – 30 years with our roads, dams, electricity, water reticulation, building and construction industries, unless we can somehow change the critical Maths and Science situation in SA. In fact we are already experiencing major problems and, together with shortages that also apply to other Engineering, Medical and Scientific disciplines, we will experience a compounding effect in the years to come! Eskom is currently short of 40 000 skilled engineers and artisans – and we know what is happening there!

History

Ancient Mathematicians will smile, wherever they find themselves, when told that the importance of Mathematics in some form or another has finally been noted. Newton, Einstein, Liebritz, Cauchy and others – who grappled with concepts and then tried to explain them Mathematically, would yearn to be part of the modern approach of discovering and developing already tested ideas. Unfortunately, Mathematics has been presented in a ‘mechanical’ and ‘boring’ way, with little or no attempt to show its logical, insightful and methodical patterns. Learners were often left to accept answers without clear conviction or understanding. No wonder many teachers in the system feel unsure and even threatened by the new approach of discovering the beauty of Mathematics.

New OBE Curriculum and approach

An apt title in the new dispensation could be:

‘Discovering the beauty of Mathematics through self-empowerment’ OR ‘Welcome to the real world of Mathematical insight and relevance’.

Based on the above pre-amble, it is quite obvious that the new approach to teaching and learning Mathematics and thus also Mathematical Literacy, is not only necessary, but also absolutely essential for the reshaping of the thought processes of our future generations.

Mathematics provides powerful conceptual tools which enable learners to:

1. Analyse situations and present arguments
2. Make and justify critical decisions
3. Take transformative and proactive steps and thus empower themselves.

Mathematics – the ‘beautiful subject’

Mathematics enables creative and logical reasoning about problems in the physical and social world and in the context of Mathematics itself. It is based on observing patterns, which, with rigorous logical thinking, leads to theories of abstract relations.  Mathematical problem solving enables the learner to ‘understand the world’ and make use of that understanding in their daily lives. Preparation for the unknown and real world is thus the underlying principle.

Mathematical Literacy

In Mathematical Literacy the learner is taught to think numerically and spatially in order to interpret and critically analyse everyday situations. The emphasis is to enable learners to develop Mathematical knowledge while dealing with issues, rather than applying Mathematics after ‘learning the basics’. Mathematical Literacy is imbedded in applications and extracted from problems in tables, graphs, diagrams and texts. The aim is to enable the learner to become a self-managing person and thus an adult who is able to look after him/herself in years to come.

Since the introduction of Mathematical Literacy over the last 2 years in Grades 10 & 11 – examinable in Matric 2008, learners have found the content much more relevant, user-friendly and manageable than previously. Unlike the often abstract approach in Mathematics, the learner is led along a known path to interpret realistic and related information. The conclusions are thus simple and yet relevant. The only drawback is if the learner has a reading problem and thus also experiences comprehension difficulties. This can however, be overcome by doing many similar questions and allowing the individual to develop at his or her own pace. Compared to Mathematics, the mathematically challenged learner thus has a better chance of passing this subject.

Pass marks

The pass mark for both Mathematics and Mathematical Literacy is only 30% and we believe that most learners, if handled and properly prepared, should be able to achieve this hurdle.

Advantages of Mathematical Literacy

1. The ability to use basic, relevant Mathematics (using percentages, discounts, exchange rates, area, volume, budgets, mortgages, HP repayments – to name but a few) – to solve everyday life problems.
2. There is no need for advanced arguments in this subject – which could possibly lead to unnecessary frustration for certain learners.
3. Real life situation discussions make the outcomes more relevant.
4. The ability to communicate mathematically
5. Formal methods (algorithms) are delayed in favour of extended opportunities to engage with a broad and diverse set of outcomes.

Disadvantages of Mathematical Literacy

1. Not being afforded the opportunity and challenge of grappling with more difficult and abstract relations and concepts.
2. Learner not being extended to think critically.
3. Assisted in arriving at only the obvious solutions and thus not exploring the more challenging and creative ones.

Which subject to take?

Learners with an aptitude and giftedness for comprehensive, critical and abstract thinking should definitely explore Mathematics and develop their confidence levels by solving more challenging problems. They must enjoy and feel challenged by the higher level of thinking and reasoning required in Mathematics. This will equip them to study (not necessarily Mathematics) at Tertiary level.

Those who have difficulty with these challenges and do not enjoy Mathematics at Junior High School should take Mathematical Literacy and they will be better prepared for the numerical challenges faced by most adults in daily life.

New breed of teachers required

The intention with the new Curriculum is indeed a noble one. Much needed skills and critical thinking have been sorely lacking in previous syllabi. In order to attain the goal we need to carefully assess our position. A new breed of Mathematics and Physical Science teachers, with knowledge, communication skills and most importantly – a passion for their subject – is urgently required. Many teachers have left the system – fearing the introduction of the unknown and also because of rationalisation in Education. This led to instability and low morale in the once respected profession. In many public schools, teachers are not adequately trained, skilled or experienced to inspire confidence in our learners in these crucial subjects. Instead of the true objectives of the new OBE approach filtering through to the learners, a greater sense of frustration and hopelessness has taken over amongst many teachers and learners.

All this was evident in the National Grade 11 exams at the end of 2007. Hopefully this will serve as a ‘wakeup call’ for schools to get their house in order. More and greater initiatives in training and empowering teachers of these scarce subjects are urgently required – in order to avert a National crisis.

The state has once again dragged its feet in implementing better remuneration packages and structures for the teachers in these crucial subjects. Top performing teachers are lured and gravitate to private schools where they have smaller classes and other advantages. This perpetuates the old system of privilege . The disadvantaged will once again have to pay the price for political short-sightedness and lack of vision.

Some Principals say:

‘Give me good Maths & Science teachers and I will produce a great school!’

Conclusion

From the above we can see that it is vitally important for the future of our country that all of our people should be numerically literate and the introduction of Mathematical Literacy into our school Curriculum, will enable us to achieve this wonderful goal.

We hope that the enormous challenge presented by the most revered, universal subject of Mathematics, will soon be met by some brave visionary response from our leaders. If we fail our learners this time around, we would not only have squandered a glorious opportunity, but we would be doomed and condemned by our expectant learners.

Let us take up the challenge!

Written by J Fortuin and J Bransby

One man, a CEO, decided to explain the problem with education. He argued, “What’s a kid going to learn from someone who decided his best option in life was to become a teacher?”

To stress his point he said to another guest: “You’re a teacher, Lynne. Be honest. What do you make?”

Lynne, who had a reputation for honesty and frankness replied, “You want to know what I make?” (She paused for a second, then began…)

“Well, I make kids work harder than they ever thought they could.

I make a C+ feel like the Olympic Gold Medal winner.

I make kids sit through 40 minutes of class time when their parents CAN’T make them sit for 5 without an iPod, Playstation or Wii.

You want to know what I make?” (She paused again and looked at each and every person at the table)

“I make kids wonder.

I make them question.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write. Keyboarding ISN’T EVERYTHING.

I make them read, read, read.

I make them show all their working out in maths. They use their God given brain, not the man-made calculator.

I make my students from other countries learn everything they need to know about English while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.”

(Lynne paused one last time and then continued.)

“Then, when people try to judge me by what I make, with me knowing money isn’t everything, I can hold my head up high and pay no attention because they are ignorant.

You want to know what I make? I MAKE A DIFFERENCE. What do you make Mr. CEO?”

His jaw dropped, he went silent.

Anon

The crux of the matter however, is that there are too many schools out there who have too many educational software products that they just don’t use – either because they don’t have time, or because they don’t know how, or because the software is no longer relevant. There are many different types of educational software products that fit into completely different categories, namely:

• Revision and consolidation
• Curriculum delivery
• Skill development
• Assessment and testing

So how do you go about selecting software that brings value to your school? The first and most important step is to identify the needs of the school and the goals and limitations of your computer centre. As a teacher, the most important questions you should ask yourself are:

• What are the needs of our learners and teachers?

For learners, needs could include:
- improving literacy and numeracy skills
- improving learning and concentration ability
- improving spatial skills
- improving knowledge and understanding of the curriculum

For teachers, needs could include:
- decreasing the time spent on marking
- increasing the quality of lessons
- streamlining the teaching/learning process
- engaging learners on an interactive level
- diagnosing problem areas
- assisting with behind-the-scenes planning and admin

• How many computers do we have available?

This will help you select suitable software based on your average class sizes and the number of computers you have in your computer room.

• What is my budget?

Knowing this upfront will save you a lot of time in determining what you can and can’t afford. There is no point in spending time evaluating a product that costs tens of thousands of rands when you only have a few thousand available.

And to a lesser extent:

• What types of software have our learners and teachers already enjoyed? (e.g. activity based, adventure based etc.)

Asking yourself these important questions and acquainting yourself with the true needs of your school (both learners and teachers) will go a long way in ensuring that you buy educational software that becomes an investment. When evaluating the suitability of educational software based on your school’s needs, think about the following:

• Does this product fill an educational need? Can you name the need?
• How do you intend using (implementing) the product?
• How many teachers are going to use it?
• Do the teachers possess the necessary competencies to use the product?
• How much training is required, and how will the teachers be trained to use the product? Do they have time to be trained? Are they willing?
• Is it a product or a service that you are buying?

These questions are taken directly from Kobus van Wyk’s post “Does a software package add volume or value?“. The Teacher’s Monthly did a follow-up survey based on this post to enquire whether or not teachers and principals feel that the educational software they are using is adding value to their school. The results can be viewed in our article “Survey shows computers come second best“.

Another important factor to consider (especially in the South African school environment) is:

• How much time does a learner need to spend using the product in order to benefit and see positive results?

The unfortunate reality is that large class sizes, and limited computer resources means that at most schools learners are only exposed to a computer for about 30 minutes (40 at best!) per week. The principle is simple: if you want a child to be a good reader, he needs to spend time reading. If you want a child to grasp a specific concept in Mapwork (Social Science), he needs to spend time practicing that concept.

So, where does “computer time” fit into your school’s timetable? How big a need is ICT integration at your school? What value do you place on computers and educational software?

For me, educational software that is good, is educational software that fulfills the needs of your learners and teachers, and the goals set forth for your school computer centre.

What do you think? Add your comments below.

The problem lies not in the actual tool or resource being purchased. The problem lies in the phrase “aggressive marketing tactics” combined with the phrase “lack of aftersales support and training”.

The reality is that many companies have popped up over the years offering educational software and hardware tools that in many cases are actually very good at doing what they were designed to do.

Interactive whiteboards (IWB’s) as an example, are an excellent means to engage learners in a stimulating manner. A Science teacher for example, is able to use the software tools loaded on an IWB to create exciting, interactive presentations of molecules and atoms moving around. Instead of showing learners drawings of an atomic model, the teacher is able to literally show the learners exactly how the atoms move on the IWB, which is infinitely more interesting than looking at a black chalk board.

I don’t think there is anyone who could argue against the benefits that a tool such as an IWB has to offer. It’s obvious that in this day an age, anything that can capture a child’s attention is something that should be expanded upon.

However, the sad reality is that when I visit schools who have previously purchased IWB’s, I am given account after account of how the IWB is hardly used by any of the teachers. Many schools are sitting with IWB’s that cost anything from R10,000 – R25,000 per board. If not used, then certainly a BIG white elephant. The number one reason given: the teachers don’t know what to do with the board.

The example of the ‘redundant interactive white board’ can be applied to many other products that ruthless educational vendors irresponsibly market to schools. From curriculum-based software to skills development tools, anything that a school buys and then doesn’t use is a waste of precious school funds.

Blame the school! The teachers are lazy.

This is one of the first excuses an educational vendor will give you when asked why some schools buy their products and then hardly use them. Another one of my favourite excuses are: the teachers are not willing to learn anything new.

If you’re selling something, the probabilty is that you think it is the best thing since sliced bread. What you must remember, is that educational vendors have convinced themselves that their product is going to benefit anyone who purchases it. They love their product. They’re passionate about it. They see the value and they know EXACTLY how they would implement it if they were you (the customer).

At the end of the day, the bottom line for the vendor is their profit. This is understandble – they’re running a business, not a charity. And that’s OKAY. You shouldn’t point fingers at them.

However, it is grossly irresponsible to sell a product to a school when you know that the product requires ongoing training and support , and you cannot afford to offer that ongoing training and support. To sell a product to a school, and expect them to implement it on their own without assistance, is just not cricket.

There is probably nothing a principal hates more than being romanced into a sale through a well delivered sales pitch, only to discover that the product they purchased actually requires ongoing support that the vendor is just not willing to give.

Beware of: The Box Droppers

Many good educational software and hardware products on the market require ongoing support from the supplier. Beware of vendors who sell you their products and then disappear, only to resurface some time later with another “amazing” product that is going to cost more money and “solve all your problems”.

If you are the one signing that quotation, make sure that the vendor is willing to put in writing that (a) the product is so easy to use that it requires absolutely no training or support, OR (2) the product does in fact require training and support and that the vendor is, firstly, capable and willing to train you to use the product and, secondly, will help you implement it at your school.

Beware of: The Trainers

Most good educational software and hardware vendors do offer training on the use of their products. “Great!” you may say. Yes sure, I agree with you, but put it this way:

You’re learning to drive for the first time. You hire a driving instructor to teach you how to drive. He shows you which pedals to push, how to use the indicators, where to put the fuel and how to start the engine. And then he leaves and sends you an invoice for a few hundred rands.

What he has failed to do is help you get into the car and make it move forward. And he could only have done this by giving you the keys and putting you in the drivers seat, guiding you and instructing you as you go.

Many vendors train teachers where to click. Few train then how to implement.

Do you think that a teacher knows exactly how to implement an interactive white board after a 60-minute point and click training session? I don’t think so.

Try and find: The Customer Service-orientated Gems

As a school making a decision about what educational software or hardware to purchase, you should ask yourself: “Does this vendor care about my school?”

Vendors who offer service and implementation plans – in writing – are the vendors you can normally count on to deliver on their promises and the expectations set during their sales pitch.

Service and implementation plans are relatively unheard of in South Africa. However it’s a simple concept where a company promises to deliver ‘product implementation’ as opposed to simple ‘product training’. And the implementation plan should obviously always be shown in writing.

Where does the buck end?

There is an ongoing debate as to who is ultimately responsible to ensure that a product is properly used by a school.

Some will say that it is entirely up to the teacher to use a product to it’s maximum benefit. So what they’ll do is train the teacher where to click, and then expect the teacher to come up with a plan of implementation, i.e. you’ve had your training, now it’s up to you.

Others say that it is the responsibility of the Department of Education to ensure that teachers are well versed in the use of products made available to them. The problem is that there are thousands of educational software and hardware products available to teachers, so how is the department expected to keep up with it all while trying to deal with other issues of their own?

I say that it is entirely the responsibility of the educational vendor to ensure that schools use their products effectively. As the vendor, you should know your product inside out, and more importantly, you should know exactly how to implement it and make ongoing use of it. Vendors should be legally required to share this knowledge and provide product implementation plans to school customers.

Vendors should use their initiative and setup workshops, user groups, online resources and in every way possible make sure that their school customers are shown the respect that they deserve.

Vendors should stop selling to schools, and rather start investing in them. Schools – hold vendors accountable. You are, after all, the customer.

What do you think? Add your comments below.