Sipho on the other hand is from a rural school and has performed well, but is anxious about his course because it requires prior knowledge of information communication technology (ICT). Hennie has no anxieties. He has it all.
These learners have gone through a schooling system in the same country, with the same curriculum, but from schools with different resources. Something is wrong. Their tertiary experiences will reveal the negative impact of an unequal system. This has far-reaching implications and may also affect their job prospects. Is this the future we desire for our children? The answer is a resounding “no!”
In 2018, the Gauteng education department claimed the number one spot in matric results. Celebrations abounded. Were the results worth celebrating? One particular issue was dominant among critics: inequality.
​The MEC for education in Gauteng, Panyaza Lesufi, compares the education in the province to a four-legged table made up of unequal-sized legs and, as he says, “the table will topple — eventually”.
The unequal distribution of resources is of great concern for the department. It has implications across various schooling aspects. Schools with fewer resources are not able to recruit quality teachers. Libraries are not fully supplied and laboratories are ill-equipped. This affects the education outcomes.
The Gauteng education department has launched several interventions to address levels of inequality. It is important to note that interventions in the province started in 1994 and will continue. In the past five years, the department introduced further interventions over and above those contained in the review.
First, it was to change the infrastructure through construct​ion of the new generation schools across Gauteng. In 2014, the concept of the smart classroom — equipped with a smartboard, connectivity and learner and teacher devices — was introduced. The first smart classrooms were launched in Tembisa, Alexandra and Boksburg, targeting grade 12 learners in all secondary schools. The vision of the department is to use technology to give learners in South Africa a competitive edge.
    First, it was to change the infrastructure through construct​ion of the new generation schools across Gauteng. In 2014, the concept of the smart classroom — equipped with a smartboard, connectivity and learner and teacher devices — was introduced. The first smart classrooms were launched in Tembisa, Alexandra and Boksburg, targeting grade 12 learners in all secondary schools. The vision of the department is to use technology to give learners in South Africa a competitive edge.
In 2016, the department introduced the twinning of schools programme. Using technology, the programme is aimed at sharing resources. The programme uses video links for cross-teaching between well-resourced and under-resourced schools.
The provincial government​’s transformation strategy established five economic corridors aimed at developing Gauteng. The Schools of Specialisation were introduced to align to these corridors and respond to industry needs. Some of the schools launched to date are the arts, engineering, nuclear technology and aviation schools.
Link to Exam Paper (stored Internally): Accounting HG May-June 2014 Afr.pdf
Link to external site: Microsoft​