Contributed by:
PURPOSE:
To present to the PC the status and emerging strategies towards:
Implementation of the Integrated Strategic Planning Framework for Teacher Education and Development, Implementation of measures to improve Initial Teacher Education Programmes and, Enabling access to meaningful Continuing Professional Teacher Development (CPTD).
1.
Progress in the implementation of measures to
Improve Initial Teacher Education Programmes
and
Continuing Professional Teacher Development
JOINT BASIC AND HIGHER EDUCATION PORTFOLIO
COMMITTEE
01 November, 2016
2.
PRESENTATION OUTLINE
1. Purpose
2. Mandates of the National Development Plan (NDP)
3. Overview of the Integrated Strategic Planning
Framework for Teacher Education and
Development(ISPFTED)-DBE
4. Inter-dependent systems of Teacher Education and Teaching
5. Context of Teacher Education
6. Trends and growth in Teacher Education
7. Strengthening the quality of initial teacher education -
DHET
8. Primary Teacher Education Project
9. Induction
10. Strengthening School Leadership and Management
11. Teacher Needs Identification
12.Highlights of Key Teacher Development Programmes
13. Enablers
3.
PURPOSE
To present to the PC the status and emerging
strategies towards:
• Implementation of the Integrated Strategic
Planning framework for Teacher Education
and Development
• Implementation of measures to improve Initial
Teacher Education Programmes.
• Enabling access to meaningful Continuing
Professional Teacher Development (CPTD)
4.
IMPROVING TEACHER TRAINING
“The solution to the weaknesses in teacher capacity is not
simply to train more teachers or for existing teachers to
gain higher qualifications. Teachers certified as qualified
increased from 54 percent in 1990 to 94 percent, but
outcomes have remained poor. South Africa needs to
improve the quality of teacher training, and recruit higher
calibre candidates. The Integrated Strategic Planning
Framework for Teacher Education and Development in
South Africa 2011–2025, provides a useful framework. It
needs to be strengthened and there should be incentives
to ensure it is implemented effectively.”
National Planning Commission: National Development Plan, November 2011)
5.
OVERVIEW
Integrated Strategic Planning Framework for Teacher Education and Development
OUTPUT 1 OUTPUT 2 OUTPUT 4
OUTPUT 3
Individual and Increased An expanded and
systemic TD Teacher
numbers of high accessible formal
needs are support is
achievers are teacher education
identified and enhanced at a
attracted into system is
addressed local level
teaching established
ENABLERS
Collaboration Time
Coordination Funding
5
6.
Teacher Education and Teaching:
Inter-Dependent Systems
Diagram acknowledgment: Dr N Taylor, JET Education Services
7.
PROBLEM STATEMENT
• The DHET in 2015 published a report titled: “Relationships
between teacher supply and demand and the size, shape and
substance of teacher education in South Africa”.
• The Report suggests that by 2020, there is unlikely to be an
absolute teacher supply shortage in South Africa (size),
but there are still likely to be relative shortages (shape).
• Small numbers of students who have an indigenous African
language as a home language graduate as newly qualified
Foundation Phase teachers.
• A shape imbalance is evident which favours the production of
Senior Phase and FET phase teachers to the disadvantage of
teacher production for the Foundation Phase and the
Intermediate phase.
8.
The context of teacher education
Quality Goal 1:
SA needs a teacher education
system that is able to provide
adequate numbers of new
teachers to meet Primary School
Education needs.
SIZE
Quality Goal 2: Quality Goal 3:
The teacher education system A full range of high quality
QUALITY AT
needs to produce sufficient THE HEART initial and in service teacher
numbers of quality teachers OF TEACHER
education programmes needs
who are appropriately EDUCATION
to be in place for the
specialised in Foundation Foundation Phase and the
Phase and Intermediate Phase Intermediate Phase
teaching. SHAPE SUBSTANCE delivered in a manner that
will produce primary school
teachers who are able to
function effectively in diverse
SA contexts.
9.
TRENDS IN INITIAL TEACHER EDUCATION
Source: Trends in Teacher Education 2014 (DHET, March 2016)
10.
GROWTH IN TEACHER EDUCATION: ITE HEADCOUNT
ENROLMENTS AND GRADUATES
2008 2009 2010 2011 2012 2013 2014
HC enrolments 35 275 45 474 59 434 79 435 94 236 104 144 106 981
Graduates 5 939 6 855 7 973 10 593 13 702 16 496 19 077
11.
Source: Trends in Teacher Education 2014 (DHET, March 2016)
12.
IMPROVING THE SIZE AND SHAPE OF PRIMARY
SCHOOL EDUCATION BY 2020
• The Funza Lushaka bursary programme already prioritises the Foundation
Phase for the awarding of bursaries. The Sector needs to apply the
recruitment and placement conditions stringently to address specific size
and shape issues
• District-and Community-based recruitment campaigns must be informed
by teacher demand and supply figures in specific Districts and Schools.
• PEDs should view the pool of graduates coming out of all the universities
in the country as a source of new teachers, rather than focusing on
recruiting only from universities in the province.
• The number of African Language-speaking new Foundation Phase
teacher graduates must be increased.
• The Strengthening Foundation Phase Teacher Education Programme
(SFPTEP) was implemented from 2011 to 2015 by DHET. The number of
universities involved in Foundation Phase teacher education has
increased from 13 at the inception of the programme to 21 at present.
13.
What are the issues regarding substance and
quality?
• We have a teacher education system that varies in
quality.
• Admission into teacher education programmes vary
across institutions.
• Initial teacher education programmes vary in relation
to content selection, content depth, time allocated for
specific areas of learning.
• A disconnect between theory and practice.
• Weak school based learning.
Net effect: In many cases, teacher education students do
not transition successfully into full role as teachers.
14.
STRENGTHENING TEACHER EDUCATION
• Teacher education has been under significant reconstruction since 2007,
through the implementation of recommendations that have been made by a
variety of reviews and captured in a number of reports including:
The National Policy Framework on Teacher Education and Development (DoE, 2007)
The Teacher Development Summit Report (DoE, 2009)
The Report on the National Review of Academic and Professional Programmes in
Education (CHE, 2010)
The Integrated Strategic Planning Framework for Teacher Education and Development
(DBE, DHET, 2011)
Reports emanating from the Initial Teacher Education Project (JET, DHET, DBE, 2012-
2015)
• The impact of interventions cannot be seen overnight, and will become more
evident as the interventions become entrenched in the system. It is thus
important to provide the space and time for these interventions to be embedded.
15.
Ongoing work:
Improved Oversight and Collaboration
a) Teacher Education Programme Evaluation Committee
(TEPEC)
b) National Teacher Education Development Committee
(NTEDC)
c) Provincial Teacher Education and Development Committees
(PTEDCs)
d) Education Deans Forum (EDF)
16.
THE TURN TO STANDARDS FOR INITIAL TEACHER
EDUCATION
STANDARDS FOR ITE
PROGRAMMES AND FOR
COURSE CONTENT
ENTRY EXIT
STANDARDS STANDARDS
[ADMISSION [BEGINNER
REQUIREMENTS TEACHER
FOR ITE] COMPETENCES]
17.
THE POLICY ON MINIMUM REQUIREMENTS
FOR TEACHER EDUCATION QUALIFICATIONS
• Important response to the issue of teacher education
quality.
• MRTEQ sets minimum standards for initial teacher
education programmes.
• It requires that all ITE programmes must be strongly
focussed on developing teacher knowledge and
practice.
• It sets specific requirements in place for the teaching
practice components of ITE programmes.
• All universities are required to develop new
programmes and these are now being implemented.
18.
The Strengthening Foundation Phase Teacher
Education Programme (2011-2015)
• A specific intervention to strengthen Foundation Phase teacher education
at universities- R141m allocated.
• Has bee successfully concluded.
• Some achievements:
Increased the number of universities involved in Foundation Phase (FP) teacher
education from 13 to 21 universities.
All 21 universities have developed and are implementing new programmes
aligned to MRTEQ, and which prepare FP mother tongue teachers in all SA
languages.
The headcount enrolments in initial teacher education FP programmes has grown
from 10 073 students in 2009 to 21 576 in 2014.
120 journal articles were published in accredited journals based on project
supported research.
24 new childhood education academics employed and developed at universities
Scholarship support is provided for 7 Honours students, 54 M Ed students and 40
PhD students.
200 African language Bachelor of Education students supported with full cost
bursaries.
Establishment of the South African Journal of Childhood Education.
Establishment of the South African Research Association for Early Childhood
Education (SARAECE).
19.
A SPECIFIC INTERVENTION TO IMPROVE PRIMARY
MATHEMATICS AND LITERACY TEACHER EDUCATION
AT UNIVERSITIES
2015-2020
20.
The Teaching and Learning Development
Capacity Improvement Programme
• The TLDCIP is a five year programme that will be
implemented by the DHET from 2015/16 to 2019/20.
• The four main thrusts of the programme will be to
strengthen university capacity for:
a) ECD educator development (R35.6m);
b) Primary teacher education (R26.4m);
c) Inclusive and special needs teacher education (R44m);
d) TVET and CET college lecturer education (R79m).
21.
Primary Teacher Education
(PrimTEd) Project
5 work areas:
a) Developing new teacher graduate’s ability to teach literacy in African
languages with a special focus on reading;
b) Developing new teacher graduate’s ability to teach literacy in English First
Additional language with a special focus on reading;
c) Developing new teacher graduate’s ability to teach number sense and early
algebra;
d) Developing new teacher graduate’s ability to teach geometry and
measurement; and
e) Developing new teacher graduate’s ability to think mathematically and to
infuse their own teaching with a mathematical thinking approach.
• Three meta working groups will be set up to coordinate work with
respect to three cross-cutting areas: material development, assessment
and work-integrated learning.
22.
Primary Teacher Education
(PrimTEd) Project
Result areas:
a) Teaching standards (knowledge and practice standards/competence standards) for
Mathematics or Languages/ Literacy teachers;
b) The standards are used to inform the development of curriculum frameworks for
Mathematics or Languages/ Literacy;
c) Well-designed comprehensive materials that support the delivery of Language/ Literacy
and Mathematics components of initial teacher education programmes for primary
school teachers, including the work-integrated learning component of the programmes;
d) Assessment tools that enable the reliable assessment of initial teacher education
students and newly qualified teacher’s ability/competence to teach children to read,
write and do Mathematics, including assessment tools that can be used in the work-
integrated learning component of initial teacher education programmes;
e) Capacity development opportunities for teacher education academics involved in these
two areas of primary teacher education;
f) Quality research that is needed to inform the development work that the working groups
undertake; and
g) Ultimately, the main result must be strengthened initial teacher education programmes
that enable new primary teacher graduates to competently teach Languages, Literacy
and Mathematics in primary school settings.
23.
INTRODUCTION OF PROFESSIONAL
CERTIFICATION
“Investigate introducing professional certification.
Newly qualified teachers would need to
demonstrate certain competencies before they are
employed in schools, and after that they would be
offered preliminary or probationary certification, to
be finalised based on demonstrated competence.
The professional certification of all teachers would
need to be renewed periodically (for example, every
five years), serving as an incentive for teachers to
undertake continuous professional development.”
National Planning Commission: National Development Plan, November 2011)
24.
WHAT ARE THE ISSUES WITH INDUCTION?
– Lack of consistency in teacher induction across provinces.
– Critical information not always available for new teachers and
principals on their very first day of school and or leadership.
– Many new teachers and principals figure ‘things’ out by
themselves.
– False assumption: that newly qualified teachers are well
prepared for their initial classroom and school experiences.
Principals can develop professional, management and
leadership expertise on their own.
– Research says this period is predictive of success and retention
in a teaching career; new teachers are more influenced by their
first school setting than by their teacher education pre-service
training and well received and supported teachers have a better
chance of success in their first year of teaching
25.
IMPLEMENTATION PLAN
ACHIEVEMENTS NEXT STEPS
An Orientation Booklet for new teachers Development of an assessment
and newly appointed school managers framework to test the competencies of
developed. newly qualified teachers in line with the
Professional Practice Standards, before a
registration certificate is issued by SACE.
The process to develop and write Assess teachers entering the profession
professional practice standards has been to evaluate their levels of competence in
initiated. An amount of R1,2 million has line with the standards and issue them
been sourced and a joint task team with professional certification by the end
consisting of SACE, DBE and JET of 2019 academic year. Evaluations to be
Education Services has been established conducted every five years to renew the
to take the process forward. certificate based on the number of CPTD
points accumulated over a three-year
period.
26.
APPROPRIATELY QUALIFIED AND COMPETENT PRINCIPALS
“Change the appointment process to
ensure that competent individuals are
attracted to become school principals. As
in other senior management positions,
candidates should undergo a competency
assessment to determine their suitability
and identify the areas in which they
would need development and support.”
National Planning Commission: National Development Plan, November 2011)
72
27.
WHAT ARE THE ISSUES WITH PRINCIPALS?
– Appointment of incompetent candidates as principals
– Lack of curriculum management and curriculum coverage
– Lack of proper financial planning and financial management
– Inability to manage absenteeism and late coming of teachers
– Lack of implementation of disciplinary procedures to deal with
misconduct and incapacity
– Lack of reporting and accountability systems
28.
STRENGTHENING SCHOOL MANAGEMENT AND
LEADERSHIP
PROGRESS NEXT STEPS
• The Policy on the South African Standard for • Make use of the Policy to develop capacity
Principals was promulgated on 15 March 2016 . building programmes for principals;
• Processes for the development of an Advanced
Diploma in Leadership and Management are • Make the new Advanced Diploma in leadership
underway; and management a prerequisite for appointment
• The framework on the induction of newly into a principal post by end of 2017;
appointed principals has been developed
including the training of newly appointed • Implement the orientation and induction of
principals. school principals booklet by end of 2016.
• The training of principals on curriculum • Strengthen monitoring and reporting by district
management in 6 provinces. Trained 8 822 officials to ensure proper implementation of
school principals during 2015. 540 were curriculum and financial management systems
trained in 2016 Principals received 10 CPTD
points endorsed by SACE;
• The training of officials on financial
management has taken place in preparation for
the training of principals. Trained 1246 Circuit
Managers on the TUC programme and 1161
Circuit Managers on the ABSA programme. 9601
school principals were trained on financial
management.
28
29.
STRENGTHENING SCHOOL MANAGEMENT AND
LEADERSHIP
PROGRESS NEXT STEPS
• Processes underway to review measures • Approve and implement new measures for
for the appointment of principals. DG the appointment of school principals,
approval has been granted for the including implementation of competence
appointment of a service provider to assessments by end of 2017;
develop competency tests. • Policy to be declared on competence
• Guidelines on the support for networks of assessments should there be no progress
female principals have been implemented on consultation with Unions;
in the Eastern Cape, Free State, Limpopo, • Make the new Advanced Diploma in
North West, northern Cape and Western leadership and management a prerequisite
Cape. for appointment into a principal post by end
• The sector has strengthened the role of of 2017;
professional associations such as SAPA and • Implement the orientation and induction of
EMASA to support leadership and school principals booklet by end of 2016.
management programmes. • Fund programmes of association similar to
the TUC programmes
29
30.
DEVELOP TEACHERS SKILLS AND COMMITMENT
• “Help teachers develop better ways of delivering the curriculum using the learner
workbooks that are provided, including structuring lessons, covering the material in the
curriculum and conducting assessments. This should be the short-term focus and directed
at in-service teachers. As teachers gain confidence and develop skills to deliver the
curriculum, the focus will move to other aspects of teacher development.
• Help teachers improve their knowledge of the subjects they teach. This is of critical
importance. Teacher development should build teachers’ subject knowledge and provide
training in effective teaching methods. Teacher development programmes should be
targeted at those areas where teachers’ subject knowledge is weakest.
• The department, schools and professional bodies should be involved in organising and
delivering teacher development activities. Teachers must also take the initiative to
identify the areas in which they need further development and approach the department
for assistance to access training opportunities. Courses that are in line with the
requirements of the teacher’s job must be fully subsidised by the government and should
take place outside term time. On completion of the course or professional development
activities, teachers should earn points towards meeting the continuing Professional
Teacher Development requirements of the South African Council for Educators.”
National Planning Commission: National Development Plan, November 2011)
31.
WHAT ARE THE ISSUES WITH IDENTIFYING
TEACHER NEEDS?
– Systems for identifying teacher needs, e.g. IQMS
and WSE are unreliable and not properly
implemented;
– Analysis and implementation of recommendations
from PGPs and SIPs is weak;
– Planning for development programmes in response
to PGPs and SIPs is weak;
– Use of skills development funding is weak due to
poor planning;
– Uneven implementation of Pre and Post tests.
32.
NEEDS IDENTIFICATION
ACHIEVEMENTS NEXT STEPS
Diagnostic Assessments for teachers: • 20 000 teachers will be assessed in
• 487 EFAL and 653 Grade 8 Mathematics Mathematics and EFAL in 2016/17
teachers have been assessed as part of a• Forge partnerships with Microsoft and
pilot program. Maths Centre to create a permanent DBE
• Assessments tests are already uploaded in Platform to undertake tests in the future.
80 connected Teacher Centres. • Expansion of the self-diagnostic
assessments to include Accounting and
Physical Science in the third quarter of this
financial year.
350560 Teachers evaluated in terms of the • Monitor the Personal Growth Plans (PGPs)
IQMS process and pay progression of school based educators.
implemented for those achieving acceptable • QMS is declared as policy by the Minister
levels of performance. by March 2017
Analysis of the Work Skills Plan Report shows PEDs ring-fence skills development budget
that 56 737 teachers (post level 1) and 10 244 and monitor the implementation of
members of School Management Teams were identified needs as per Work Skills Plan
beneficiaries of intervention programmes. Report.
32
33.
NEEDS IDENTIFICATION
ACHIEVEMENTS NEXT STEPS
The Sector currently utilises • The sector should declare
the results of the SSE process, that the School
together with the ANA/NSC Improvement Plan (SIP) be
diagnostic reports and the single platform to
teacher development record all improvement
information from the IQMS initiatives of the school.
processes to develop the
School Improvement Plan
33
34.
HIGHLIGHTS OF KEY TEACHER
DEVELOPMENT PROGRAMMES
34
35.
WHAT ARE THE ISSUES WITH TEACHER
DEVELOPMENT PROGRAMMES?
Concerns about:
– the quality of programmes;
– the impact of programmes;
– planning and funding for teacher development
programmes;
– time for teacher development;
36.
STRENGTHEN USE OF DATA TO INFORM PLANNING
ACHIEVEMENTS NEXT STEPS
• 79 Grades 3,6 and 9 Maths • Teachers are currently being
subject advisors trained in 2015 trained in Provinces in order to
on utilizing learner responses to capacitate them on the
inform the teaching of programme.
mathematics. Resource • Proposal being developed to
materials have been developed look at adapting the program to
and sent to provinces. suite languages.
• Programme has been externally
evaluated by an independent
evaluator.
36
37.
EXPOSE TEACHERS TO THE USE OF TECHNOLOGY
“Expose teachers to the use of
technology in their own training, and
train them to use it in their teaching.
Greater use of technology backed by
high-speed broadband could open
new opportunities not currently
available for learners in
disadvantaged schools.”
National Planning Commission: National Development Plan, November 2011)
38.
ICT &
TEACHER
PLAN
ACCESS GROW
TO DIGITAL EVIDENCE
BASE
RESOURCES
RESEARCH,
FOR DBE ACTION PLAN MONITORING
TEACHERS GOAL 16: &EVALUATION
Improve the
professionalism, teaching
skills, subject knowledge
and computer literacy of
teachers throughout their
entire career
BUILD
CAPACITY
GROW
GUIDELINES &
COMPETENCI
OPTIMAL USE
NORMS &
OF ICT ES OF
STANDARDS
UPDATING ICT DRIVING ACTIVETEACHERS
GUIDELINES 4
TEACHERS & NORMS
TEACHER USE
OF DIGITAL
AND
RESOURCES OFFICIALS
AND STDS FOR
CENTRES
39.
MAXIMISE USE OF ICT - BUILD TEACHER ACCESS TO DIGITAL TECHNOLOGIES.
ACHIEVEMENT NEXT STEPS
• DBE CLOUD solution has been developed • Promote Bring Your Own Device (BYOD) as a
strategy to expand access.
• Compel network providers to comply with
regulated e-rating of educational content by
end of 2016;
• strongly advocate for Zero Rating of Digital
Education Content to enable universal
access to digital teacher development
resources by end of 2016.
• Draft Teacher Professional Development • The framework is finalised by the end of
Framework for Digital Learning is 2016.
completed. • Ensure compliance with the framework by
end of 2017.
• Research report on SA teacher responses to Expand the research project on Teacher
digital technologies completed. attitude towards ICTs in teaching and learning
to 10 000 schools in collaboration with WITS
and the British Council.
39
40.
MAXIMISE USE OF ICT
ACHIEVEMENTS NEXT STEPS
• 52 eLearning Specialist from 9 Provinces trained • A University-accredited Post Graduate Diploma
in SACE-Accredited Teaching with Technology Course which blends online & face to face
Course. Provinces have planned for roll-out. learning is developed, & delivered by UJ in July
2016 in partnership with UNICEF, Vodacom &
Microsoft.
• 300 Centre Managers of DTDCs trained in basic • 165 Centre Managers and eLearning Specialists to
management and use of ICT resources in complete their program by end of 2017 academic
partnership with Vodacom in March-April 2016. year.
• The first 32 of 60 Interns recruited to support the • 60 Interns will undergo systematic,
rollout of Microsoft Imagine Academies. internationally accredited Microsoft Imagine
Academy Training and placed to support Centre
Managers at least for 12 months by end of 2016.
• Provinces to expand the online programme to all
• 159 Centre Managers registered with UJ for an ICT officials.
on-line ICT qualification
40
41.
ESTABLISH PROVINCIAL TEACHER DEVELOPMENT
INSTITUTES(PTDI)
ACHIEVEMENTS NEXT STEPS
• North West and Free State identified • Establishment of PTDIs by
sites for Provincial Teacher Mpumalanga and Northern Cape by
Development Institutes (PTDIs). end of 2017;
• Gauteng, KZN, Limpopo and
Western Cape have functional • Eastern Cape to redefine the role of
institutes the East London Leadership
institute.
• Draft Norms and Standards for • Gazette the Norms and Standards
DTDCs and PDTIs ready to be for Teacher Centres by March 2017.
gazetted
42.
ESTABLISH DISTRICT TEACHER DEVELOPMENT
CENTRES(DTDC)
ACHIEVEMENTS NEXT STEPS
• 147 Teacher Centres exist country wide • Provinces to mobilize budgets and other
• Partnerships established with Vodacom, resources to improve functionality of
Microsoft, Mindset, UNISA, etc to centres, including the driving of teacher
support and improve the functionality of development programs from these
the centres centres;
• 115 of the centres are fully functional • Appointment of interns for the
with connectivity and resources, and remaining (25) MIAs.
programmes running; • Extra 10 centres to be strengthened with
• 60 DTDCs identified as Microsoft ICTs, connectivity and furniture by
Imagine Academies Vodacom.
• 32 Interns to serve the MIAs have been • UNISA to strengthen additional 11
appointed in collaboration with centres with ICTs and connectivity.
Microsoft and MICSETA.
• 80 Centre Managers and 220 districts
officials have been trained on the
utilisation of different online platforms.
43.
ESTABLISH PROFESSIONAL LEARNING
COMMUNITIES
ACHIEVEMENTS NEXT STEPS
• Subject Committees and (Professional • Link PLCs with Teacher Centres for
Learning Communities (PLCs) enhanced teacher support by end of
established in most provinces 2016.
• Partnership forged with VVOB to
provide training to provincial officials
on PLCs.
• 720 Provincial and District officials and
lead teachers trained
• Video materials have been developed
to support teachers on the
establishment of PLCs
43
44.
STRENGTHENING TEACHER DEVELOPMENT
PROGRAMMES
ACHIEVEMENTS NEXT STEPS
• One thousand one hundred and seventy • Mop up training for both Grade 10 and
(1170) Technical Specialization advisors 11 teachers will be done in Term 1 of
and teachers were trained in preparation 2017.
for 2017 Grade 11 implementation. • Preparation of Grade 12 Technical
• For Technical Mathematics and Technical Subjects preparation will start in Term 1
Science two hundred and ninety-nine of 2017.
advisors and teachers were trained.
• One thousand three hundred and sixteen • The NSC programme for 10 districts will
(1 316) Mathematics and Physical be repeated (though focusing on different
Science teachers were trained on content concepts) in January and July 2017. Two
and pedagogy in support of the NSC thousand (2 000) teachers targeted
Exam. Two thousand (2 000) were
targeted. • The Paper video will be incorporated in
• Ten under-performing districts have NSC Support intervention in January and
participated, with the three rural July training.
provinces having two districts each.
44
45.
STRENGTHENING TEACHER DEVELOPMENT
PROGRAMMES
ACHIEVEMENTS NEXT STEPS
• 410 Grade 11 & 12 Mathematics • Expanding NECT teacher support
and Physical Science Teachers in programmes to other schools in
Eastern Cape, KwaZulu-Natal and Waterberg and Vhembe districts
Limpopo were trained in in Terms 1 and 2 of 2017.
partnership with NECT.
• Grade 4 – 6 Sasol Inzalo • Subject advisors will be trained
Textbooks for Mathematics and in Term 1 of 2017.
Natural Science and technology • HoDs and teachers trained in
(NST) have been completed. Terms 2 & 3 of 2017
45
46.
STRENGTHENING TEACHER DEVELOPMENT
PROGRAMMES
ACHIEVEMENTS NEXT STEPS
• 320 Subject Advisors and lead teachers trained • Online versions of the course
in CiPelt and CiSelt from March 2016 to be made available by the
• Approximately 50 000 teachers participated in end of 2017 to increase
the two programme so far; All PEDs have made uptake.
a start , although to varying degrees.
• Mid-term review done.
• Trained 61 Foundation Phase Subject Advisors • Training of 10 000 Foundation
across the country on Utilisation of LTSM in the Phase teachers and 280
Foundation Phase Subject Advisors on Primary
School Reading Improvement
Programme by April 2017.
46
47.
GRADE R
The target is to upgrade all Grade R teachers without the required qualifications by
2019.
• The current available Grade R practitioners qualification levels are as follows:
• All are department employed, except WC
48.
CURRENT ENROLMENTS
PROV Diploma in Gr. R BEd FP Projected Graduation
teaching Diploma B.ED
EC 1060 (SANTS) 53 (Rhodes) End 2017 Not
available
FS 25 (NWU) 18 (UNISA) End 2017 Not
available
GP 1228 (SANTS) End 2017
KZN 400 (Embury) 20 (UNISA) End 2017 Not
available
LP 200 (NWU) End 2017
MP 335 (Fort Hare) End 2017 Not
available
NW 50 (NWU) End 2017
NC 150 (NWU) End 2017
WC 76 (CPUT) End 2016
TOTALS 2789 826
49.
STRENGTHENING TEACHER DEVELOPMENT
PROGRAMMES
ACHIEVEMENTS NEXT STEPS
• DBE has provided a data base of Grade R • HEIs to increase their enrolment capacity by
teachers requiring upgrading from below increasing both the output as well as the
NQF level 6 to NQF Level 6 and above. number of providers by end of 2017.
• Develop accredited short courses by the end
of 2018 to improve teacher competence.
Training completed to date: • Training to be completed as follows:
• Curriculum Differentiation : 17 540 • SIAS and Curriculum Differentiation : 22
foundation phase teachers 931 teachers; 710 District officials, 1437
• Full Service Guidelines: 5437 teachers for SMTs.
all phases • Braille Gr 1 & 2: 430
• SASL: 575
• Special Needs Education guidelines: 4419 • Special Schools guidelines: 4470
teachers for all phases
• Autism etc.: 447
• SA Sign Language :1202 teachers for all
phases • Online programmes on Curriculum
• Braille :463 teachers for all phases Differentiation to be developed and offered
through British Council partnership by the
end of 2016.
49
50.
STRENGTHENING TEACHER DEVELOPMENT
PROGRAMMES
ACHIEVEMENTS NEXT STEPS
• Training of 300 Subject • All teachers to be trained on the
Advisors on the Multi-Grade revised toolkit by end of 2018.
toolkit completed. • Extension of life player distribution
• Orientation of 300 Teachers in to 4 more PEDs by end of 2016.
the foundation phase on the • Extend the use of life –player to the
LEAP audio Life-player and intermediate phase by end of 2016.
distribution of 318 life players • Develop a more up-to-date version
in EC, MP, KZN. of the Life Player using cell phone
• Training of 40 Subject technology in partnership with the
Advisors on M & E for LEAP. British Council by end of 2016.
50
51.
IMPROVING ACCESS TO READING AND INFORMATION RESOURCES
ACHIEVEMENTS NEXT STEPS
• Established e-libraries in 61 Teacher • Additional 20 teacher centres will
Centres. receive e-libraries by the end of
2016.
• Implement Reading Clubs supported
by Fundza and Nal’ibali in 20 of these
centres.
• Provided reading and human • Engaging EPWP to expand the
resources for school libraries: number of youths placed in schools
o resources for the 1000 schools as library assistants.
selected across provinces; and • Implement advocacy for prospective
o placement of library assistants in bursars to study teacher librarianship
learnerships at 200 township through Funza Lushaka.
and rural schools across the
country.
52.
IMPROVING ACCESS TO READING AND INFORMATION RESOURCES
ACHIEVEMENTS NEXT STEPS
• Developed resources for professional • Implement a blended approach to
development to support school teacher training comprising face-to-
librarians and teachers e.g. the Basic face and on-line training.
School Library Training Manual and • Promote computerised school library
the Guidelines for the Promotion of records and issuing systems as part of
Reading for Pleasure and Information the training.
Skills Development.
• Nation-wide Read to Lead Campaign • Expand reading campaign to target
undertaken to develop a nation of all sectors of society by end of 2019.
readers.
53.
SUPPORT TEACHER PROFESSIONAL
DEVELOPMENT BY UNIONS
“Assist unions in developing the capacity to
implement continuous professional development
strategies for their members. Over time, accredit
professional development institutes linked to unions
so that they can offer continuous professional
development that earns points towards meeting the
Continuing Professional Teacher Development
requirements of the South African Council for
National Planning Commission: National Development Plan, November 2011)
54.
IMPLEMENTATION PLAN: SUPPORT TEACHER
DEVELOPMENT BY UNIONS
ACHIEVEMENTS NEXT STEPS
Since the inception of TUC in 2011 • Funding for Teacher Union
Teacher Unions have trained about 80 000 Collaboration to be institutionalised as
teachers in a variety of teacher part of the MTEF
development initiatives; • Finalise the monitoring and evaluation
16 000 teachers have been trained tools to support the Unions’ Teacher
between Oct 2015 and June 2016. Development Institutes by April 2017,
The priority areas are Inclusive Education, and use them to report on quality of
FP LitNum, Financial Management for training.
principals, and Assessment for Learning. • All programs for TUC to be SACE
All courses are SACE endorsed endorsed
Teacher Unions are participants of the Expansion of the MSIA to union
DBE Microsoft Imagine Academies (MSIA) teacher development institutes by
programme for Youth and teacher
Development. March 2017.
56.
COLLABORATION - SACE
ACHIEVEMENTS NEXT STEPS
Work in progress with SACE to Strengthen the capacity of SACE to become a
implement the CPTD Management fully-fledged Professional Council
system. This entails the following:
• Sign up of Principals, Deputies, HoDs Strengthen the implementation of the CPTD
and PL1 Teachers Management System through the re-
• Approval of training providers and certification of teachers after completing 150
endorsement of training programs CPTD points after a cycle of three to five
years.
Enforcement of the Professional Code
of Ethics Strengthen the research capacity of SACE to
Maintaining a database of registered be able to provide evidence based advice on
educators how to strengthen the sector. This should
Draft Concept document on the include impact assessment of Teacher
establishment of Professional Practice Development Programmes
Standards has been developed.
56
57.
COLLABORATION – ETDP SETA
ACHIEVEMENTS NEXT STEPS
Work in progress to provide support Increase funding of SACE Endorsed
in targeted areas to boost the Programs as part of Pivotal Programs
delivery of quality education
through: Improve coordination of programs to
• Accreditation of assessors and support sector training priorities
moderators for the sector
• Providing support to emerging Coordination on areas of research to be
education providers strengthened.
• Provision of Bursary programs to
selected students to boost
recruitment of teachers
• Funding training provision for
Grade R and Inclusive Education
• Funding various forms of
learnerships and internships
57
58.
IMPLEMENTATION PLAN
ACHIEVEMENTS NEXT STEPS
a) 2500 Teachers funded for • Training budgets identified
improving their computer skills through the skills development
through end –user computing levy to be ring fenced and used
training program for training of teachers and
b) 2500 teachers benefitted from other officials by 2017
training on ICT Skills • Funded programs to include
Development Programmes SACE endorsed programs, and
c) Schools benefited through not only qualifications based
provision of 1250 school programs
administrators funded by ETDP • DBE to be a signatory to the
SETA Service Level Agreement signed
between SETA and Provinces.
This will ensure that SETA funded
programs are aligned to national
priorities by 2016.
59.
COLLABORATION - TUC
ACHIEVEMENTS NEXT STEPS
All Teacher Unions have More funding to be mobilised to
successfully established their strengthen and expand the TUC
Teacher Development Institutes program
Work in progress to implement
various programs with teacher Provincial coordination, collaboration
unions as part of the Teacher and reporting to be strengthened
Union Collaboration(TUC).
Similar partnerships to be explored
with other associations and
professional bodies
59
60.
TEACHER UNION COLLABORATION
85 % of a target of 22 685 teachers were trained this year as indicated:
Teacher Union Programme Target Achieved
Capacitating teachers at schools for the Deaf 500 826
Barriers to Handwriting FP 150 86
Inclusion in Assessment Strategies 250 225
Barriers to Reading 250 294
Developing a Maths Rich Classroom 120 118
Inclusion in FET Maths and Science 270 190
Barriers – Identifying Types 75 78
Inclusion in FAL 150 219
Second language teacher to second language
learners 120 0
NATU (4600) Assessment for Learning 3500 4423
Error analysis 1100Withdrawn
SADTU( 11500) Foundation Phase Resource Development
9000 7230
(EFAL and Maths)
Intermediate Phase Resource Development
(EFAL and Maths) 2500 529
PEU (2400) SIAS 2400 1999
SAOU (2300) Financial Management For Principals 2300 3234
Total 22 685 19 451 (85%)
61.
COLLABORATION – NECT
ACHIEVEMENTS NEXT STEPS
Targeted training programs are being Documentation of best practices and
undertaken by NECT in eight districts, programs that have high impact in terms of
focussing on fresh start schools. effectiveness
Programs focus on the following:
• Maths and Science support Upscaling’ of such programs in the sector
programs for FET Phase
• Reading Programs Making NECT Material accessible more
broadly in the sector, including provision of
• Program to capacitate parents to targeted training in non-NECT districts.
support children learning
• Material development Strengthening of all partnerships
• Capacity building for district
officials
61
62.
FUNDING
ACHIEVEMENTS NEXT STEPS
Provinces currently budgeting for Funding for teacher training to be ring fenced
teacher training as part of their budget and spent towards the intended purposes
Additional funding paid over to the Planning and implementation to be
ETDP SETA as part of their 30% skills strengthened at Provincial level to improve
levy, out of which 20% is paid back in spending patterns.
the form of grants for pivotal programs
Additional funding provided by the
ETDP SETA on adhoc basis as part of
discretionary funding
Donor funding is also received by the
DBE and Provinces for specific
62
63.
PICTURE ON ETDP SETA ALLOCATIONS AND UTILISATION BY PROVINCES - 2015/16
and 2016/17
ETDP SETA ALLOCATION – 2015/16
2015/16 2016/17
Province Total allocated Expenditure Variance Total allocated Expendit
ure
Eastern Cape 26 610 440 19 091 250 -7 519189.94 50 013 337 -
Free State 4 160 000 284 583.76 -3 875 416 27 817 269.13 -
Gauteng 14 468 876 2 838 968 - 11629 907.25 46 445 831.63 -
KwaZulu-Natal 27 834 240 9 173 687.08 - 18 660 552 51 477 219.13 -
Limpopo 39 023 903 26 064 844.50 - 12 959 058.50 63 178 387.46 -
Mpumalanga 22 557 680 9 499 857.01 -13 057 822 24 976 519.13 -
Northern Cape 9 470 218 721 375 -8 748 843 22 434 899.96 -
North West 10 466 584 1 342 117.88 -9 124 466.12 27 087 712.46 -
Western Cape - - - 25 175 831.63 -
155 716 941 69 759 749.54 - 85 957 191.46 338 607 007
63
64.
TIME
ACHIEVEMENTS NEXT STEPS
In terms of the PAM, teachers are Schools to be encouraged to include in the
required to spend 80 hours for time table, time to be used by teachers for
professional development self development
Mechanisms are being developed to
monitor the average amount of time Undertaking of teacher training during
teachers spend on teacher holidays to be encouraged and properly
development programs coordinated
Teachers currently use whatever time
available to them for self study and
engaging in own professional
Employers also use time during the
term and during holidays to undertake
teacher training
64
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