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Joint Presentation to the
Parliamentary Portfolio Committee15 May 2012
• IntroductionMr PB Soobrayan
• DBE Perspective
Dr FM Nzama
• SACE
Mr Rej Brijraj
• ELRC
Mr M Govender
• Conclusion
Mr PB Soobrayan
The TD Plan is a result of collaborative work that took place after the Teacher Development Summit 2009: Evidence –based approach takenDBE, DHET, teacher unions, SACE, ETDP SETA, ELRC, EDFJoint launch by ministers of basic education and higher education and training – 5th April 2011Developed in response to challenges being experienced in teachereducation and development including:
Teacher’s poor subject knowledge and pedagogic content knowledge.Weak system to accurately identify systemic and individual teacher development needs.Insufficient new teachers to meet system requirements.Lack of support to teachers at the local level.Teacher education system capacity constraints.Concerns about the quality of teacher education programmesPoor coordination and lack of coherence in the teacher education and development system.
• Current: Data which informs systemic teacher development (matric exam results; ANA’s; teacher qualifications survey; IQMS, WSPs, and NEEDU processes)
• 3000 underperforming secondary schools and 8000 feeder
primary schools targeted– ETDP‐SETA is contributing R41m in 2012/13 to support this
programme
• Subject areas and priorities for the first 5 years identified (
EFAL, LitNum, Maths, Science, Technology, Accounting, Multi‐
Grade, Inclusive Ed and Special Needs, Subject Advisors, School
leaders, lead teachers, Grade R/ECD).
• 2 pronged approach – formal qualifications linked to career
development and part qualifications/ short courses for
improved knowledge and practice in teaching and school
leadership and management
Teachers directed to
pedagogically sound,
content‐rich SACE‐
endorsed CPD courses/
activities designed to
help address specific
needs
A variety of modes of study and
support available at local sites,
including independent,
materials‐based or online study,
participation in formal or
informal programmes and
learning with colleagues and
peers in PLCs.
Identifying and addressing
individual teacher
development needs
Identifying and addressing
individual teacher
development needs
Teachers recognise a
personal development
need; based on analysis
of learner performance,
IQMS, and /or self
assessments, designed
against curriculum
frameworks
Teachers take responsibility for their
own professional development.
Improved classroom
practice and learner
performance; and
increased collaborative
activity though PLCs.
Identify and work
together on
solving teaching
and learning
problems (linked
to learner
performance)
Identify and work
together on
solving teaching
and learning
problems (linked
to learner
performance)
Support each other
in strengthening
appropriate
knowledge base
(e.g. subject matter
knowledge and
PCK)
Support each other
in strengthening
appropriate
knowledge base
(e.g. subject matter
knowledge and
PCK)
Join professional
teaching associations
(e.g. AMESA, Principals
network) and organise
local content workshops
Join professional
teaching associations
(e.g. AMESA, Principals
network) and organise
local content workshops
Develop a deep
understanding of
expectations and
standards
Develop a deep
understanding of
expectations and
standards
Study practice etc
and work together
to improve teaching
and learning
Study practice etc
and work together
to improve teaching
and learning
Activities and
resources developed
(NICPD) to stimulate
teacher learning
Activities and
resources developed
(NICPD) to stimulate
teacher learning
Leaders (subject advisors) help to
facilitate PLCs
Leaders (subject advisors) help to
facilitate PLCs
• Utilising the levers and resources at our disposal (enrolment
planning, dedicated teacher education infrastructure funding,
bursary funding ) to increase enrolments in initial teacher education
programmes to the maximum that be accommodated in the
available space without compromising quality
• Encouraging universities to extend teacher education offering to
additional existing campus sites
• Establishing new sites of delivery (‘colleges’) under the governance
of existing universities
All three processes happening simultaneously
HESA
‐EDF
Teacher
unions
ETDP
SETA
National
Level
National
Level
Provincial LevelProvincial Level
District LevelDistrict Level
CEM
HEDCOM
CEM
HEDCOM
TEIs
PPSs
TSs
DHET
NTEDC
DBE
NICPD
PTECs
PEDs
PTDIs
DTDCsPLC
PLCPLC
PLC
PLC
SACEELRC
TE
Campus
TE
CampusTS TS
DTDC DTDC
DTDCDTDC
PPS
PPS
PPS
PPS
PPS
PPS PPS PPS
PPS
PPSPPS
PPS
SACE CPTD Management system (and SACE approved providers)
Department of Basic Education (DBE) and Provincial Education Departments (PEDs)
• The DBE and PEDs are responsible for ensuring that the Plan’s objectives and outcomes are given full support
through ; – mobilisation of support systems and financial resources to make the
Plan a reality; ( next slide)
– Working in good faith with all stakeholders to ensure that the
Plan’s targets are met. • Collaboration with ELRC, SACE, PEDs, teacher unions are expressed through:
– PEDs‐
CEM, HEDCOM and their sub‐committees
• ELRC‐
DBE is represented on the ELRC Board, EXCO and working structures;
ELRC is represented on NTEDC.
• SACE‐
DBE is represented on the SACE Council; SACE is represented in the
NTEDC and joint TASK TEAM to develop CPTD management system
PED ACTIVITIES:
CAPS implementation: 190 000 IP teachers and 70 000 Grade 11 teachers for 2012; focus on schools performing below 60% in priority areas
DBE ACTIVITIES:
-Finalise CPTD management system development with SACE-Develop courses and programmes collaboratively to address specific needs of teachers to improve teaching (including TUC) -Ensure WSP use is strengthened.- Monitor and support PEDs
TEACHERS DEVELOPMENT BUDGET PROVINCES 2012/13
R'000
EASTERN CAPE 142 649
FREE STATE 24 700
GAUTENG 12 540
KWAZULU NATAL 21 209
LIMPOPO 9 244
MPUMALANGA 5 103
NORTHERN CAPE 18 250
NORTH WEST 10 333
WESTERN CAPE 95 198
TOTAL 339 226
NATIONAL
CPTD MANAGEMENT SYSTEM 7 500
COURSE AND DIAGNOSTIC ASSESSMENT SYSTEM
DEVELOPMENT THROUGH NICPD 10 962
ETDP‐SETA : Subject Advisor and TD programme 41 000
WSP 1060990618 ( 2011/12 TOTAL 1 161 389 306
• The Skills Development Act (SDA) no. 97 of 1998 requires
employers to budget 1% of their total payroll for purposes of
Skills Development.
• 10% of the 1% must be paid over to the ETDP SETA for
purposes of administration.
• 90% of the 1% should then be set aside for purposes of training
and development of employees.
• The Department of Basic Education (DBE) has a responsibility in
terms of the policy on the National Framework for Skills
Development (NFSD) to monitor and ensure that provinces and
the DBE comply with the provisions of the Skills Development
Act.
Province*MTEF for
Compensation of employees*
2011/12
Allocation of 1% of personnel
budget for skills development
Division of 1% of skills development budget
Administration fee payable to ETDP SETA
(10%)
Available budget for skills development
(90%)
Western Cape R10 135 942 000 R101 359 420 R10 135 942 R91 223 478
Eastern Cape R19 410 179 000 R194 101 790 R19 410 179 R174 691 611
Northern Cape R2 992 810 000 R29 928 100R2 992 810
R20 935 290
Free State R7 444 127 000 R74 441 270 R7 444 127 R66 971 143
KwaZulu-Natal R24 585 670 000 R245 856 700 R24 585 670 R221 271 030
North West R7 792 533 000 R77 925 330 R7 792 533 R70 132 797
Gauteng R19 118 041 000 R191 180 410 R19 118 041 R172 062 369
Mpumalanga R10 022 528 000 R100 225 280 R10 022 528 R90 202 752
Limpopo R17 055 572 000 R170 555 720 R17 055 572 R153 500 148
TotalR 118 557 402 000 R 1 185 574 020 R 118 557 402 R 1 06 990 618
19
The Role of the Department of Higher Education
and Training (DHET)
• The DHET will ensure that the national teacher education and development system develops the capacity to serve all
education sectors with high‐quality programmes for teachers and prospective teachers.
The Role of the South African Council for Educators (SACE)
• SACE is the professional body responsible for registering educators, enforcing compliance with the code of
professional ethics and promoting professional development.
• SACE will manage the Continuing Professional Teacher Development (CPTD) Management System with the support
of the DBE, PEDs and other stakeholders.
• This system will expect teachers to maintain professional development portfolios and achieve a target number of
Professional Development (PD) points. Teachers will do this in three ways: through their own personal development
efforts; by engaging with their colleagues in school‐based activities including Professional Learning Communities; and
by attending programmes offered by external providers.
• Only providers approved by SACE and whose programmes are
endorsed by SACE, will be allowed to offer programmes for PD
points. In this way SACE will ensure that providers offer
programmes of high quality that equip teachers with the
knowledge and skills they require.
• SACE’s professional development mandates come from
Section 5(b) of the SACE Act no.31 of 2000 as amended by the
BELA Act no.67 of 2011
• This section provides SACE with professional development
mandatory (must) and discretionary (may) functions
• Section 5(b) of the SACE Act prescribes the professional
development mandatory functions in terms of:– promoting, developing and maintaining the image of the profession,
– managing
a system for promotion of the Continuing Professional
Development of all teachers (CPTD Management System)
– advising
the Minister on various teacher education and development
matters,
– and researching
and developing
a professional development policy
23
• SACE’s professional development mandates come from
Section 5(b) of the SACE Act no.31 of 2000 as amended by
the BELA Act no.67 of 2011
• This section provides SACE with professional development
mandatory (must) and discretionary (may) functions
• Section 5(b) of the SACE Act prescribes the professional
development mandatory functions in terms of:– promoting, developing and maintaining the image of the profession,
– managing
a system for promotion of the Continuing Professional
Development of all teachers (CPTD Management System)
– advising
the Minister on various teacher education and development
matters,
– and researching
and developing
a professional development policy24
• The SACE Act stipulates the professional development discretionary functions in terms of:
– developing resource material and conducting training programmes in consultation with the employers,
– compiling and printing a professional journal, and
– establishing educator professional assistance facility
25
• SACE has clear pieces of legislation and policies for its
professional development role, but there are conflicting views
and different expectations on that role.
• The conflict has always been between SACE providing
professional development and SACE promoting
professional
development.
• These conflicting views and expectations have, to a larger
extent, compromised the implementation of the mandatory
professional development functions such as advising the
Minister, promoting the development of teachers and
maintaining the image of the profession
• However, the BELA Act (2011) clarifies and gives clear direction on these conflicting views
• The SACE Act has some limited room for the provisioning of professional development under the
discretionary functions in terms of section 5(b) (v) that says:
“may develop resource materials to initiate and run, in
consultation with the employer, training programmes,
workshops, seminars, short courses that are designed to
enhance the profession”.
27
• While the SACE Act has room for provisioning of professional development it is necessary to understand
that this is not viable for SACE because of the following:– the amount of human and physical resources needed to
perform this function adequately. SACE has over the years
attempted to focus on training programmes around
professional development portfolios, ethics and values in
education, ethics and legal training, and IQMS performance
standard no.5 (with focus on professional development on the
field of your career). The experiences on these training
sessions have proven that very few educators benefited from
them despite the fact that much resources were spent on
them. 28
• Secondly, the SACE Act and NPFTED provides SACE with a new
role of managing the CPTD System and part of this process
involves approval of providers to offer professional
development programmes and endorsement of the
submitted programmes and activities.
• Because of this new role and focus, SACE cannot be a provider
of professional development because it will be seen as a
player and referee at the same time.
• It might also be necessary that section 5(b)(v) of the SACE Act
be amended in the next round of the Basic Education Laws
Amendment Processes.
29
• Approval of the CPTD Pilot Status Report by the SACE and DBE
principals
• Follow‐up on the CPTD Pilot Status Report Recommendations
• Establishment of the Provider Forums in the 9 Provinces
• Research on Provider Capacity
• Wider testing and strengthening of the CPTD‐IS
• Provider Approval and Endorsement of PD Activities – well
established and maintained databases
• Implementation plan for roll‐out will be completed.
• ELRC –Legislative mandate• LRA (Functions of a Bargaining Council)• A bargaining council in relation to its registered scope include
the
following‐
• To conclude collective agreements;
• To enforce those collective agreements;
• To prevent and resolve labour disputes;
• To perform the dispute resolution functions referred to in
• section 51 of the LRA
• To establish and administer a fund to be used for resolving
disputes;
• To promote and establish training and education schemes;
• To develop proposals for submission to NEDLAC or any other
appropriate forum on policy and legislation that may affect the
sector ;
• To determine by collective agreement the matters which may not
be an issue in dispute for the purposes of a strike or a lock‐out at
the workplace; and
• To confer on workplace forums additional matters for
consultation.
Constitution of the ELRC ‐
Objectives
– To promote collective bargaining in relation to all matters of
mutual interest and to conclude and enforce Collective
agreements.
– To conduct research, analysis and survey education nationally and internationally, to promote training and capacity building
in education.
History of the ELRC
– The Development Appraisal System was established in 1998
(CA 5 of 1998, 80 hours was allocated to professional
development)
– Transformation Funds (NPDE in 2000) The NPDE was the
council's first major project
– Research was conducted in 2000 on career pathing, workloads and teacher development
– In November 2002, an Education Convention was convened to
deal with teacher development issues
– In 2003, research was conducted on career pathing and multi‐
grading
History of the ELRC
– In 2003, work was done on IQMS, IQMS combined
development and performance appraisal
– In 2009, the ELRC funded and coordinated the Teacher Development Summit
– In 2008 and 2009, agreements were signed on OSD
– The ELRC‐PCTA funded the development of peer educators
and master trainers
– After September 2012, a joint effort will be formed between
the PCTA and DBE that will focus on employee wellness issues.
Province Number of Teachers Trained
Gauteng 105
KwaZulu‐Natal 863
Eastern Cape 157
Western Cape 40
North West 79
Free State 29
Mpumalanga 165
Limpopo 155
Northern Cape 0
Province Number of Teachers Trained
Gauteng 8
KwaZulu‐Natal 20
Eastern Cape 6
Western Cape 3
North West 7
Free State 3
Mpumalanga 9
Limpopo 9
Northern Cape 1
The Role of the ELRC• The ELRC managed the Teacher Development Summit process in
collaboration with all stakeholders in education.
• Education Labour Relations Council (ELRC) is working on the TD
Development Summit resolution on streamlining and rebranding
the Integrated Quality Management System (IQMS) i.e. delinking
teacher appraisal for purposes of development from appraisal for
purposes of remuneration and salary progression; – The Council started work in 2011 to address these issues on
Teacher Performance Appraisal (TPA) and Education
Management Services (EMS) ; it is not concluded yet and is
still on the Council’s agenda.
•
• Subsequent to the research commissioned by the ELRC in
2010 on the salary structure for teachers, parties to Council
have agreed to review the findings of the report and extract
relevant information to inform further discussion on the
matter, “salaries of educators”, in line with dealing with the
residual matters derived from Collective Agreement 1 and 2
of 2008 on the OSD.
Areas of mutual interest identified:• Teacher Performance Appraisal (TPA)
• Job evaluation for office based educators
• Education Management System (EMS)
• Establishing parity of notches of educators in basic education
with notches of the General Public Servants employed by the
State
• Recognition of Prior Learning (RPL)
• Salary Structure
• Research
• OSD for therapists
• Examination related matters
• Incentives for educators
The Role of Teacher Unions
• Through their dedication and professionalism, teacher unions will help to raise the public’s opinion of the teaching
profession and to attract talented new teaching recruits.
• They will encourage their members to join Professional Learning Communities, make the most of all professional
development opportunities available to them, and achieve their PD points targets. Teacher unions will themselves
become providers of high‐quality teacher development programmes to their members.
The Role of Universities
• Universities are responsible for ensuring that their teacher education and development programmes are
responsive to national and provincial priorities, are accessible to teachers and meet their professional
needs, and are relevant and of high quality.
• The presentation has outlined the agreed roles and responsibilities of the entities as well as the challenges.
• What is now needed is strengthening of the co‐ ordination that will lead to improvements in the
delivery of the objectives.
THANK YOU!