Caravel The Ship that Changed the World

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Caravel The Ship that Changed the World
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Proposition

• We are the third most important cluster of
  generations in human history
• First humans
• Survivors of Toba
• Us
• We are the first South Africans in the new
  Democracy

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Our Caravels

• HIV and Aids
• Curriculum 2005
• Basic Education
• Tripartite alliance

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Why Knowledge MattersDalins 10 Revolutions

• 1. The knowledge and information revolution
• 2. The population explosion
• 3. Globalisation
• 4. The economic revolution
• 5. The technological revolution
• 6. The ecological revolution
• 7. The social/cultural revolution
• 8. The aesthetic revolution
• 9. The political revolution
• 10. The values revolution. Per Dalin

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We can expect massive future changes, which will
change the face of the planet Dr. Susan Solomon
http//www.bjerknes.uib.no/pages.asp?id1416kat2
lang2
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Looking Ahead
Dennis Meadows
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Warning No Status Quo
Neanderthal Homo Sapiens230,000 -
30,000 150,000 - today
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Exhortation

• Woo(man) living in a cultural revolution and in a
  world of war, violence, and social upheaval, is
  impelled as never before to ask the hard
  questions of the meaning of historical existence
• 
  
  Robert P Mohan

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Hope for the Future

• Work without hope draws nectar with a sieve and
  hope without an object cannot live
• 
  S T Coleridge
• What is South Africas Vision?

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• THE DREAM

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HOUSE
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Transport
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WORK
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FAMILY
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Child and Starvation
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Child and Vulture
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1994 South Africas Triple Challenge

• Build a democratic state
• Integrate itself into the competitive arena of
  international production and finance.
• Reconstruct domestic social and economic
  relations to eradicate and redress the
  inequitable patterns of ownership, wealth and
  social and economic practices that were shaped by
  segregation and apartheid
• All of this while the entire world is changing
  dramatically

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How Can We Respond?

• Thinkers from Imhotep and Confucius through
  Plato, Aquinas, Ibn Khaldun, Calvin, Newton,
  Rousseau, Comte, Mill, Marx, Gramsci, Castro,
  Mao, Nyerere to Wallerstein and Castells in our
  present day all allocate a special place in their
  theories of development to knowledge. Education
  for them is the foundation for whatever form of
  development or progress one espouses.
• Manual Castells knowledge, skills and networks

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Ways of Knowing

• Science (experimental approach to the physical
  universe)
• Philosophy (the abstract mind)
• Rational/Scepticism (not accepting realities that
  are not immediately evident)
• Religion (faith in divine revelation and social
  tradition)
• Mysticism (experiences based on spiritual
  techniques)
• Esotericism (intuitive speculation on
  cosmological world-views)
• Occultism (using psycho-physical techniques to
  access hidden realities)
• Gnosis (innate wisdom and understanding)

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What Happened in Africa
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The First Humans Out of Africa
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Across Mediterranean To China Cultures Deeply
Challenged
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Political MapScramble For Africa
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The Continents To Scale

• The land area of each territory is shown here.
• The total land area of these 200 territories is
  13,056 million hectares. Divided up equally that
  would be 2.1 hectares for each person. A hectare
  is 100 metres by 100 metres.
• However, population is not evenly spread
  Australia's land area is 21 times bigger than
  Japan's, but Japan's population is more than six
  times bigger than Australia's.

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Primary Education

• "Everyone has the right to education", according
  to the Universal Declaration of Human Rights. The
  second Millennium Development Goal is to achieve
  universal primary education. In 2002, 5 out of 6
  eligible children were enrolled in primary
  education worldwide. However, enrolment does not
  guarantee attendance, or completion.
• If primary education continues beyond the
  expected years, enrolment rates can exceed 100.
  In Argentina there is an impressive 108
  enrolment. On the other side of the Atlantic
  Ocean 30 of children in Angola are enrolled in
  primary school.

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Secondary Education

• Worldwide approximately 73 million children are
  enrolled in each year of secondary education out
  of a possible 122 million children. That is only
  60 getting a secondary education.
• In China on average 89 get a secondary
  education, but in India it is only 49. Figures
  in Africa are even lower 45 in Northern Africa,
  25 in Southeastern Africa and 13 in Central
  Africa. The lowest is 5 in Niger. What is
  compulsory in some territories is a rarity in
  others.

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Tertiary Education

• The highest percentage of the student aged
  population enrolled is in Finland. Finland is 3.6
  times the world average, with 140 times the
  chance of a tertiary education than in
  Mozambique.

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Tertiary Gross Enrolments
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Science Research

• Scientific papers cover physics, biology,
  chemistry, mathematics, clinical medicine,
  biomedical research, engineering, technology, and
  earth and space sciences.
• The number of scientific papers published by
  researchers in the United States was more than
  three times as many as were published by the
  second highest-publishing population, Japan.
• There is more scientific research, or publication
  of results, in richer territories. This
  locational bias is such that roughly three times
  more scientific papers per person living there
  are published in Western Europe, North America,
  and Japan, than in any other region.

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PhDs Per I Million People

• Post-graduate Profiles
• Research Profiles

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New Patents

• In 2002, 312 thousand patents were granted around
  the world. More than a third of these were
  granted in Japan. Just under a third were granted
  in the United States.
• A patent is supposed to protect the ideas and
  inventions that people have. Patenting something
  will then allow the owner of the patent to charge
  others for the usage of an idea or invention. The
  aim is to reward the creator for their hard work
  or intelligence. But patents can prevent people
  from using good ideas because they cannot afford
  to do so.
• A quarter of all territories had no new patents
  in 2002, so will not profit from these in future
  years as others will.

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Books Borrowed

• This map shows books borrowed from public
  libraries - which lend books to members for free
  or for a nominal charge. Libraries share books,
  making it unnecessary for us to buy books that we
  will read only once or twice.
• The most books borrowed were in the Russian
  Federation. There were high rates of borrowing in
  Western Europe, Japan and Eastern Europe. In
  these regions most territories reported some book
  borrowing.
• In other regions reported book borrowing was
  lower, and many territories reported very little
  borrowing. Where many people cannot afford books,
  it appears they often cannot borrow them either.

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Wealth Growth
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Un Poverty Index
 High income  Upper-middle
income  Lower-middle income  Low income
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Un Human Development Index
High  0.950 and over  0.9000.949  0.8500.899  0.8000.849 Medium  0.7500.799  0.7000.749  0.6500.699  0.6000.649  0.5500.599  0.5000.549 Low  0.4500.499  0.4000.449  0.3500.399  under 0.350  not available
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Sense-makingGHANA-SOUTH KOREA

• In 1957, Ghana, then the wealthiest nation in
  Sub-Saharan Africa, had a per capita income
  almost equal to that of South Korea (US 490
  against US 491 in 1980 dollars).
• By the early 1980s, Ghana's annual income per
  head had fallen by nearly 20 percent to US 400,
  while South Korea's per capita GDP was, by then,
  over US 2,000.
• The UNDP's 1990 Human Development Report suggests
  that South Korea had an annual purchasing power
  per head ten times greater than Ghana (4,832 vs
  US 481)

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Tuberculosis

• The World Health Organisation reports that
  someone with open tuberculosis would infect 10 to
  15 people a year. So when a certain number of
  people are infected it is very hard to stop it
  spreading further. Tuberculosis bacilli are
  spread through the air when someone sneezes or
  coughs.
• In the past 50 years drugs have been developed to
  treat tuberculosis. The disease has since
  developed strains that are resistant to those
  drugs.

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Infant Mortality

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HIV Prevalence

• This map shows the number of people aged 15-49
  years old living with HIV.
• In 2003, the highest HIV prevalence was
  Swaziland, where 38, or almost 4 in every 10
  people aged 15 to 49 years, were HIV positive.
• All ten territories with the highest prevalence
  of HIV are in Central and Southeastern Africa.

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Changes In Life Expectancy In Selected African
Countries With High And Low HIV Prevalence 1950
- 2005
with high HIV prevalence
Zimbabwe
South Africa
Botswana
with low HIV prevalence
Madagascar
Mali
1950 1955
1955- 1960
1960- 1965
1965- 1970
1970- 1975
1975- 1980
1980- 1985
1985- 1990
1990- 1995
2000- 2005
1995- 2000
Source UN Department of Economic and Social
Affairs (2001) World Population Prospects, the
2000 Revision.
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Malaria cases

• Of all the people living with malaria, 92 live
  in African territories. Parts of Mediterranean
  Africa have very low numbers of malaria cases. In
  contrast, almost half the people living in Uganda
  suffer from malaria. Uganda also has the most
  cases of malaria in the world. Most territories
  are barely visible due to the low number of
  malaria cases found there.

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What Happened In Africa?

• Sahara Desert
• North of Sahara incredible cultural challenges
• Limited penetration to sub-Saharan Africa
  cultures unchallenged, no paradigm shifts
• Tribal conflicts
• Colonial period Conquest, Destruction of
  Kingdoms and Cultures, No new knowledge mission

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What happened in South Africa

• Apartheid Destruction of family and community
• Apartheid Expansion of access to schooling but
  low funding, low quality
• The Struggle through schooling Iconoclasm
• By 1994 No strong modern learning culture
• Undermining of community structures
• At 2010 Still no strong learning culture

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I
SENSE-MAKING
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1994 South Africas Triple Challenge

• Build a democratic state
• Integrate itself into the competitive arena of
  international production and finance.
• Reconstruct domestic social and economic
  relations to eradicate and redress the
  inequitable patterns of ownership, wealth and
  social and economic practices that were shaped by
  segregation and apartheid
• All of this while the entire world is changing
  dramatically

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South Africas Resources Challenge

• THE BASE OF 1.5

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National Benchmark Tests ProjectPilot Test
Reports Mathematics Benchmark Levels
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National Benchmark Tests ProjectPilot Test
ReportsThe Intermediate Level
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2007 S A Education Enrolments
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Normal Distribution of Learners/students in
post-school education internationally

• Higher
• Education
• FET
• Education

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South Africa Educational Environment

• Primacy of politics Legacy of past
• Curriculum fantasy
• Rampant anti-intellectualism
• Schools in crises (80 dysfunctional)
• Grades 3, 6 and 8 literacy rates two years below
  benchmarks
• 50 Dropout rates from Gr 1 Gr 12
• 40 Failure rate Gr 12

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South Africa Educational Environment

• Last in recent international ratings (55
  countries many in developing world) in High
  School Maths, Science
• 50 of research currently done by white
  researchers older than 50
• No new generation of scientists

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Change

• Our only security is our capacity to change
• 
  Lilly

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Paradigm Shift Necessary
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Good News Homo Sapiens a Cultural Creature We
Make and Remake Ourselves

• Humankind hugely successful Frontal cortex
• 5 humanising factors
• Long childhood learn to be human
• Plethora of organisations
• Language
• Curiosity
• Technology
• Advanced in most benign natural period in human
  history temperatures just right.

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A Citadel Place Of Safety In Past
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The School The New Citadel
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THE EDUCATION NEXUS OUR WAR MACHINE
THE STATE
CURRICULUM
PEDAGOGY
GOVERNANCE\MANAGEMENT
LEARNERS
COMMUNITY
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Goodlad

• The schools
• is the largest unit of change

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Levels Of Consciousness
Full-spectrum cultures are led by full-spectrum
leaders Followers will follow where leaders lead
Service
The culture of any organisation is a reflection
of the personalities of its leaders. Cultural
evolution is a personal journey in the lives of
the leaders. For evolution (transformation) to
occur the leader and the leadership team must be
committed to a journey of self-actualization.
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Making a Difference
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Internal Cohesion
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Transformation
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Self-Esteem
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Relationship
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Survival
1
Barrett
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What is to be done

• At School Level
• Support for governors (Education, policies,
  oversight, accountability)
• Support for principles (Leadership and
  management)
• Support for/from communities ( Leadership and
  development)
• Support for districts ( Theory and practice of
  development)

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What is to be done

• At University Level
• Academic development units ( Theory and practice)
• Laptops (access to lectures, study materials,
  textbooks, assignments)
• Support the Honours Year
• Honorary lecturers

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Leadership and Change

• Leaders are the heart of an enterprise. The
  essence of leadership means inspiring a group to
  come together for a common goal. Leaders
  motivate, console and work with people to keep
  them bonded and eager to achieve their goals.
  That means setting a direction, communicating it
  to everyone and keeping people committed when
  deeply challenged by the environment.

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The Key Role of leaders and Managers?

• Leadership and management must accomplish three
  things
• Promote ownership
• Develop commitment
• Develop competence

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Leadership and Management Matter

• For better or for worse people follow where
  leaders lead. NEED GOOD LEADERS BAD LEADERS
  CATASTROPHIC
• All societies have people who behave
  destructively and the challenge of society is to
  contain their behaviour. The deepest danger is
  when such people become the leaders.
• (One theme of Goldings Lord of the Flies)

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Good leadership

• Analysis
• Belief in the possibility of change
• Courage
• Persistence
• Collaborative leadership
• Model the changes you desire
• Leave leadership legacy
  J Cole

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Bad leadership

• Incompetent
• Rigid
• Intemperate
• Callous
• Corrupt
• Insular
• Evil
  Kellerman

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Bad leaders
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A Humble Request

• Had I the heavens' embroidered cloths,Enwrought
  with golden and silver light,The blue and the
  dim and the dark clothsOf night and light and
  the half-light,I would spread the cloths under
  your feetBut I, being poor, have only my
  dreamsI have spread my dreams under your
  feetTread softly because you tread on my
  dreams.
• 
  W B YEATS

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Caravels

•  There was an Indian, who had known no change,
• Who strayed content upon a sunlit beach
• Gathering shells. He heard a sudden strange
• Commingled noise looked up and gasped for
  speech.
• For in the bay, where nothing was before,
• Moved on the sea, by magic, huge canoes,
• With bellying cloths on poles, and not one oar.
• And fluttering coloured signs and clambering
  crews. 
• And he, in fear, this naked man alone,
• His fallen hands forgetting all their shells,
• His lips gone pale, knelt low behind a stone,
• And stared, and saw, and did not understand,
• Columbuss doom-burdened caravels
• Slant to the shore, and all her seamen land.
  J C Squires