Is 'educational excellence' the preserve of the few?

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My mind was blown when I first realised that my existence in this world could have had its first moments in wildly different ways. By chance, I took my first breath in a neat, middle-class maternity hospital - but by equal chance I could have given my first earthly cry as a prince in Monaco, or in a refugee camp in Gaza - into squalor, or into multi-generational inherited wealth. Into my bubble of relative privilege barged the uncomfortable truth that - no - whatever the declaration of independence might say, all are most certainly not born equal. 

 

In South Africa, where the wealth gap is eye-wateringly profound, we have an educational system that, instead of addressing inequality, tends to reinforce it - condemning generation after generation to replicate its inequity. As a general rule, for those that can afford it, there stands a system that produces a globally comparable excellent education. But for the vast majority the educational standards are wildly erratic, designed, it seems, for throughput and premised on mediocrity. The politics of yesterday which were maliciously designed to sabotage educational opportunities for a large proportion of our population have been replaced by a system less malicious, but equally damaging. As a nation, we reap the harvest of generations of mediocrity in education in every sector of our economy. 

 

How many lives have been systemically pre-determined thus? And while there are of course many success stories of those who have beaten the odds and have gone on to achieve greatness in spite of circumstance, how many more potential-filled souls have been let down? For we may not be born equal (we are obviously not), but the equality of human potential should be the mantra of anyone thinking about education, for in the recognition of the equality of human potential we are obliged to think about equity.

 

How important then for educators to think about the truly transformative role of education. Education that meets every child where s/he is, with a diverse curriculum that is well managed and able to identify and maximise that child's unique gifts. An education that seeks to elevate that child beyond 'thirty percent', to excellence. It takes an investment of money (which we do quite well, as a nation) - but more than that, it takes good stewardship of assets, an investment in expertise, and a very clear vision of excellence (which is much more than merely 'good grades', but that is another conversation).

 

Having spent much of my life in the 'country-club' educational sector, I have been forced to think deeply what the relevance and role of well-resourced schools are in the national discourse - for the reality is that privilege exists everywhere and, of course, privilege is relative: we all fit somewhere in the spectrum and we're all better off (and worse off) than someone. I believe that the first step to overcoming inequity is to acknowledge it, and to make it part of our daily reflections. To take educational opportunities for granted in such an unequal environment is akin to sinfulness, and while a large part of building an excellent educational system comes down to political will, we cannot leave it to the politicians - they have failed us for generations. 

 

Equitable education is in the national interest, and opportunity for our individual children (no matter their position in the spectrum) is enhanced - not diminished - in a society that flourishes through creating educational excellence for all. 

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