Questions/Answers

The Twinning programme is a partnership between schools from different socioeconomic backgrounds. It aims to create an environment in which best practices and resources are shared across schools thereby respond to the lingering apartheid spatial representation of the schooling system. The intention of the programme is to twin well-resourced schools with poor schools. The programme aims to improve academic performance by encouraging schools to share their infrastructure and skills sets in terms of leadership and school governance. The twinning programme aims to improve academic performance by enabling schools to share their infrastructure and the skills set on the leadership and school governing body level. In 2015, Section 17 of the South African Schools Act (SASA) No.84 of 1996 was introduced for the governance and management of the two schools. All matters relating to the professional management of the schools is undertaken by the two principals. The programme is aimed at achieving an optimal level of performance in both schools and building a new non-racial education system to embrace Nelson Mandela’s vision of a rainbow nation.The twinning programme is expected to transform the education system and afford learners, educators and parents with an opportunity to interact with people from different backgrounds which is essential to the broader integration of South African society.

The aims and objectives of the twinning program are to share resources and knowledge and skills between schools. Some schools are under privileged and whilst others are privileged. The twinning program also helps in the establishment of a regular partnership between schools in relation to different activities. It strengthens the school staff and knowledge. It provides opportunities to identify ideas, approaches, techniques and methods that seem to work well. It helps in capacity building for both staff and learners. It also creates an opportunity for networking and relationship building. In terms of governance under the Twinning Initiative, the two School Governing Bodies (SGBs) will be combined to form an ‘interim’ SGB for both schools. The respective twinned schools will retain their principals, educators, location, learners and facilities, as well as their separate bank accounts. The two principals will also retain the discipline of their respective schools, educators and learners. Over time, the intention is that the twinned schools will revise school policies so that they reflect the joint governance, discipline and control of educators and learners. The SGBs should start a process of sharing resources and promoting collaboration, which may include the sharing of teaching resources based on identified needs.

Education in South Africa has been marred by the political system of apartheid making racial cleavages the norm in terms of the levels of education. The initiative fits within Category 1 of the United Nations Public Service Awards (UNPSA) and Goal 4 of the United Nations Sustainable Development Goals. The twinning programme is ensuring that there is inclusive and equitable education for all.

The Twinning of Schools programme is improving the delivery of public services in ensuring that learners have equitable and quality primary and secondary education leading to the relevant and effective learning outcomes. Twinning is working and it should be nationalised so that all children in South Africa should benefit. A school is an institution that can be used to practice social cohesion in the best possible means ever.

The programme aims to improve academic performance in Gauteng by encouraging schools to share their infrastructure and skills sets in terms of leadership and school governance. With regard to governing bodies for example, professional skills like legal and accounting skills that are currently concentrated in certain types of schools, typically schools in well off communities is shared. The programme seeks to achieve a better distribution of these skills. The directive is to get the best educators and the best leaders to schools where there is a need. The strategy relieves current pressures currently there is an unsustainable trend where everyone tends to rush to a few of the best schools. The twinning programme will also address the issue of better schools having to share their infrastructure with those in need.

•Twinning of School Project has contributed to capacity building and transfer of skills as staff members from affluent and disadvantaged schools are sharing their knowledge. •A number of Communities of Practices in subject specific areas have been established to share ideas, approaches, techniques and methods between partner schools. •Twinning project has assisted in bridging the cultural gap and stereotypes amongst learners and teachers from different race groups. •There is stronger relationship between learners and teachers from different schools. •The effectiveness and functionalities of schools governing bodies has improved significantly.

The twinning of schools programme is innovative in the sense those learners who have not had an opportunity to meet other learners across different linguistic and religious identities have opportunities to interact with each other in order to improve their skills and relationships, to get exposure to environments that they haven’t been exposed to. And moreover to foster attitudinal changes amongst learners and school authorities. The initiative is the only way to bridge inequalities in South Africa’s educational system.

The initiative or innovation is the original idea of the department. It was there within the legislative prescripts but was not implemented in the past.

The chairperson is the signatory for both schools. FINCOM is in place and very functional. Finance officers have been appointed. Financial management and systems are in place and have improved due to the guidance of the coaches. There is still a challenge with having one account for both schools. Major fundraising programmes for both schools have not yet taken place. Training and development on proper management of funds was conducted. Books were audited and the reports were positive from the auditors. There was a challenge of the treasurer who resigned due to the fact that she got a post as a teacher but there was a replacement for her. Bi elections were conducted. Finance as a serious issue in twinning, transparent, openness, trust was not there when the project started, but currently all is fine in both schools. School Governing Body (SGB) discuss issues of the schools and take decision.

Yes

Twinning can be adaptable to other contexts throughout the country and other countries that have spatial and resource inequality.

This initiative aims to promote a holistic learner development in Gauteng against educational outcomes that link to the ten GDE Pillars” in a context where there are great variations in learner performance and health in the province. Research has shown that inequality in socioeconomic status is a major determinant of learner outcomes, and thus the Re-organisation of Schools initiative aims to reduce this inequality. The four pairs of schools that have been successfully gazetted for reorganisation are clearly leading the way in ensuring that school expertise, resources and skills are shared so that it is ultimately the learners who benefit. The Head Office and Districts provided support and resources in all the schools in the province by conducting workshops and training when needs were identified.

In order to achieve effective schools and effective teaching and learning, the Gauteng Department of Education (GDE) has implemented a number of poverty combating measures. The initiative is sustainable in that it is part of the 7th Pillar of the Gauteng Department of Education (Social cohesion). The goal of Pillar 7 on social cohesion is to transform public schooling in the province by addressing barriers to access, equity and redress.

Yes

All twinning schools submit quarterly reports i.e. analysis of results, and term Grade schedules. The Grades schedules will be analysed to explore the impact of twinning in curriculum delivery. The observation and interview schedules have been developed to enable the identification of the best practices with regards to twinning programme and to also to check on the availability of resources. The curriculum monitoring reports which are both internal and external in kind looks at the delivery of content delivery whilst quarterly reports on content delivery and technical issues are taken into consideration.

It has bridged the gap between a Suburban school and Township school. It has brought hope for both learners and educators. The project has a very huge impact in the community economically. Some schools are now coming on board. Both schools have received media attention about social cohesion. District Officials and other schools are positive about the project. This project has crossed the boundaries of culture and racial divide. The programme has exposed educators in the use of ICT in teaching. It has reshaped the thinking of society on the twinning process. We have achieved the key principles of Integrity, Honesty and Trust. In the twinning of the two schools, substantial evidence exists showing that parent involvement benefits pupils, including raising their academic achievement. There are other advantages for children when parents become involved namely, increased motivation for learning, improved behavior, more regular attendance, and a more positive attitude about homework and school in general. Research shows that parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about learner needs and home environment, which is information they can apply toward better meeting those needs.

Analysis of school performance results. (See school performance results comparing two schools before and after twinning)

In recognition of the fundamental divisions that have marked the society and the education landscape to address historical imbalances in the education sector based on race and class and to deal decisively with divisions in all its manifestations, the Member of the Executive Council (MEC) responsible for Education introduced the concept of social cohesion in schools. The idea was to address spatial and resource inequality, especially infrastructure in Gauteng schools. The stakeholders that were included in the initiative included the Gauteng Department of Education (GDE), School Governing Bodies (SGB’s), Principals, teachers, coaches, facilitators and learners.

Teachers have managed to share their experiences and expertise in curriculum matters. The morale of teachers in schools is very high now and they feel motivated. The training they received on ICT has immensely contributed to the great enthusiasm they now possess. Educators from both schools share in the department’s vision to ensure that learners benefit from the twinning process. Skills and knowledge have been shared by teachers and staff. These include resource sharing, cultural diversity, financial management and administration. The twinning of schools has resulted in the learners from both schools interacting on the sport field and with other schooling activities. Learners from schools have engaged on leadership and on healthy lifestyles. It has been rewarding to see the interaction of learners. Learner attainment is the core reason for our twinning. Principals have now put in place strategies to improve the results and achievement of learners.