Progress and Challenges with the
implementation of the ISPFTED
Bridge COP programme
Sci-Bono Centre
8 February, 2017.
1
Outline
• Greetings/Thanks/Congratuations
• Background
– General points
– ISPFTED
• Progress
• Challenges
• Next steps
2
Overview
• Thanks for the invitation & congratulations for
creating a CoP.
• The aim of the exchange is to share information
and perspectives to strengthen the system.
• The approach is holistic and integrated, even
though the focus is on one area, TD; the system
is still fragmented in many ways.
• The system is large and complex, and data and
reporting systems still need a lot of work.
• Sources for this presentation are regular DBE and
PED reports, national meetings, provincial visits,
workshop participation, ANA/Diagnostic/SACMEQ,
NEEDU, and other reports.
3
Overview
• Inherited backlogs of under-development
and discrimination will be with us for many
decades still.
• Education change and improvement takes
time –
– Ultra distance marathon with different
milesstones and sprints needed.
• Personnel(CoE), infrastructure, Exams,
curriculum, school functionality, have
taken up most of the action.
4
General view
• System is operating off a low base; progress
is being made in the 4 key areas of Access,
Redress, Equity; Quality ( EETs) is slower
• Matric results improvements – outcome of
sum total of efforts – NSLA
• TD is still in young stage internationally and
locally, receiving less resources than is
needed.
• Supply of TD capacity ( resources, skills, time
), is far lower than Demand ( Subject
knowledge, pedagogy, conditions).
5
General view
• Access to TPD opportunities that can
make a difference is low
• Co-ordination among key players needs
attentions ( Depts, statutory bodies,
unions, HEIs, service providers).
• Busy system, with pockets of excellence,
limited in-depth evaluation and monitoring
6
Overview
Teacher qualifications have improved from 54% in 1990
to 98% qualified at M +3 at present, with 18% on M+4 .
– PEI reports, Getting Learning Right, SACMEQ, TIMMS,
PIRLS, NSC, ANA, all show sharp shortcomings in
subject content knowledge, English, MST and higher
cognitive demand subjects.
– Although qualifications are beneficial from a
developmental angle ( Literacy, numeracy, cognitive
development, thinking skills), are we not involved in the
“Diploma Disease syndrome” ?
• CHE report shows skewed profile with leanings away from
subject mastery to leadership and management
7
Qualification profile- Persal
REQV 10
REQV 11
REQV 12
REQV 13
REQV 14+
Total
8249(2,15%)
3690(0,96%)
11 871(3.0%)
120386(31%)
239 200 (62%)
383398
- 94% of teachers have a degree or diploma (REQV 13); qualifications
increased from 54% in 1994 to 98% at present, but
- there are many inappropriate qualifications ( majority in school
management, not enough in subject knowledge, out of field teachers)
- 18% are professionally qualified graduates (i.e. teachers with a
degree and PGCE or equivalent or a four-year B Ed):
- 23 000 teachers (6%) at REQV 10,11,12.
8
BACKGROUND
• The Integrated Strategic Planning Development Framework
for Teacher Education and Development (ISPFTED) serves
as a sector plan for the implementation of teacher
development programmes.
• The plan is a product of a teacher development summit held in
2009, and has been implemented since then.
• The objective of the plan is to ensure that quality teacher
development programmes are delivered effectively and in a
coordinated manner to maximise impact.
• Formal structures that have been activated to enable DBE/DHET collaboration
on the implementation of the Framework include:
•
•
•
•
•
•
National Teacher Education and Development Committee
Provincial Teacher Education and Development Committees
DBE/DHET Bilaterals
Joint DHET/DBE teacher education qualifications evaluation committee
DBE/DHET/NSFAS Funza Lushaka Bursary Advisory Committee
DHET/DBE National Teacher Education Qualifications Evaluation Committee
9
THE PLAN
• The plan identifies 4 outputs that need be achieved by
the sector, three of which must be driven by the DBE
and the Provincial Education Departments. The fourth
is the responsibility of the DHET.
 Output 1 : Individual and systemic teacher development
needs are identified and addressed
 Output 2: Increased numbers of high-achieving schoolleavers are attracted into teaching
 Output 3: Teacher support is enhanced at the local level.
 Output 4: An expanded and Accessible formal education
system is established.
10
THE PLAN
• Each of the outputs has activities (15) and (50)
tasks ( with responsibilities, resource needs and
sources, and time –frames) linked to it
• The plan has the following four levers that
drives its implementation:
 Collaboration of various stakeholders
 Coordination of different programmes and
activities
 Funding of programmes and activities
 Adequate Time for training and participation
11
OVERVIEW
Integrated Strategic Planning Framework for Teacher Education and Development
OUTPUT 1
OUTPUT 2
Individual and
systemic TD
needs are
identified and
addressed
Increased
numbers of high
achievers are
attracted into
teaching
OUTPUT 3
OUTPUT 4
Teacher
support is
enhanced at a
local level
An expanded and
accesible formal
teacher education
system is
established
ENABLERS
Collaboration
Coodination
Funding
Time
12
ISPFTED – 4 outputs , 15 activities and 50 Key tasks
Output 1: Individual and
systemic teacher
development needs are
identified and
addressed
Output 2: Increased
numbers of high
achieving school leavers
are attracted into
teaching
Output 3: Teacher
support is enhanced at
the local level
Output 4: An expanded
and accessible formal
teacher education
system is established
.
1.5.Identify
and address
immediate to medium-term
systemic teacher
development needs
2.1.Implement a strengthened
teacher recruitment campaign.
2.2.Implement enhanced
bursary funding schemes for ITE
students.
3.1.Establish (PTDIs)
3.2. Establish (DTDCs)
3.3. Establish (PLCs)
.
4.1.Develop
TK & P
standards.
4.2.Optimize, extend and
expand the capacity of TEIs.
4.3. PTEDCs) 4.4.
4.4. FP teacher prov
4.5. TP & PPS
50 TASKS
with
responsibil
ities and
timeframes
13
TED challenges, the TED Continuum and the ISPFTED
•Low status of the profession
•Insufficient new teachers to
meet system requirements
•Concerns about the quality of
ITE programmes
•Teacher Education system
capacity constraints
•Nuanced understanding of
teacher demand at provincial
and district levels.
•The redistributive challenge.
•Barriers to the employment of
new teachers
•No induction system in place
to support newly appointed
teachers
•Concerns about the quality of
CPD programmes
•Lack of support to teachers at
local level
•Teachers poor subject
knowledge and pedagogic
knowledge
•Weak system to identify
systemic and individual teacher
development needs
Recruitment and Advocacy
Initial Teacher Education
Teacher uptake and
deployment
Induction
Continuing Professional
Development
Output 1: Individual and
systemic teacher
development needs are
identified and addressed
Output 2: Increased
numbers of highachieving school leavers
are attracted into teaching
Output 3: Teacher
support is enhanced at the
local level
Output 4: An expanded
and accessible formal
teacher education system
is established
PRIORITIES
• Activity 1.5 indicates that between 2011 and
2016 PEDs should direct a portion (upto 50%)
of funding to 5 categories of personnel, using
short course and qualification programmes:
–
–
–
–
–
School leaders( SMTs, HODs, district )
Practising teachers
Mentor and lead teachers
Un and under qualified teachers
Special needs
To be reviewed
15
PRIORITIES
• Short course interventions:
– targetted at 3000 under-performing secondary
schools and their feeder primary schools (
estimated at 8000) = 11 000.
– FP: LITNUM ( EFAL +home languages)
– IP, SP, FET: EFAL and MST
– FET: Math Lit, Accounting, Physical Science,
high enrolment, low performance subjects
16
PRIORITIES
• Qualifications
• School leaders( SMTs, HODs)– Selected target to complete practice based ACE SL&M
– Advisors: B.ED (hons); PGDip; Masters
– Mentor and lead teachers/Advisors
• Subject –focussed ACE/B.Ed; ADE; PGDE
– Un and under qualified teachers- PGCEPGDE/B.ED
• Grade R: L5- ECD/Grade R Diploma; .
– Special needs: specialist qaulifications for
categories of disability – Wits, Tuks
17
Highlights
• A high volume and wide variety of
programmes presented and in action, but
impact not widely evaluated.
– Evidence of 80% + educators participating.
• Considerable pressure put on system to use
ANA/NSC diagnostic reports &
SACMEQ/PIRLS to inform teacher
development progammes.
– Resulted in some improvements- matric results/
bachelor passes, maths & science.
• Overall, in need of massive improvements;
18
IMPROVING MANAGEMENT AND LEADERSHIP
ACTIVITY
1. Training of principals on curriculum
management
PROGRESS
•
•
2. Training of principals on financial
management
•
•
NEXT STEPS
Training materials
•
developed and reviewed
with provinces
Training of provincial and •
Circuit managers
completed
Training materials
developed
Draft Memorandum of
Agreement with ABSA
approved by Legal
Services
•
•
•
The training of school
principals during the June/July
school holidays
Monitoring and support of the
impact of the training
Signing of the memorandum
by the DG and Head of ABSA
Selection of school to be
trained
The training of selected school
principals
19
• PTDIs/DTDCs
Highlights
– CTLI(WC)/Mastec (LP); M.Goniwe (GP); KZN Institute established;
FS, NC in incubation; NW, MP (MST academy and EC ( discussion
on EL institute and PE; Umtata; Butterworth).
– 147 DTDCS; 80 upgraded with ICT resources and training.
• 1+4 introduced; lot of energy generated, but challenges
(cost/time/scaled effectiveness); need for evaluation.
• TUC: 150 000 teachers participated since 2012; support provided
for TU TD institutes; evaluation needed.
• PLCs: Advocacy and capacity – building done; FS; Fundisa for
change stand out; roll-out on scale is the challenge.
• CPTD management system progressing with delays and hiccups;
participation and reporting rates needing attention; supply side
needs boosting
20
OUTPUT 3: lTEACHER SUPPORT IS ENHANCED AT THE LOCAL
LEVEL
PTDIS
Province
Status
WC
CTLI fully established – residential-
LDOE
MASTEC – fully established – residential
GDE
Mathew Goniwe School of Leadership and
training
KZN
Restructured PTDI started
EC
East London Institute – in need of recap
MDOE
MST ACADEMY
FS
In process-FS U
NW
In process
NC
In process - SPU
TRENDS IN INITIAL TEACHER EDUCATION
Source: Trends in Teacher Education 2014 (DHET, March 2016)
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
A SPECIFIC INTERVENTION TO IMPROVE PRIMARY
MATHEMATICS AND LITERACY TEACHER EDUCATION
AT UNIVERSITIES
2015-2020
2011-26
2011-23
2011-20
2011-17
2011-14
Improve the quality of teacher education and development in order to improve the quality of
teachers and teaching.
15-year timeframe
Implementing the Plan over time
All activities begin immediately and are
completed over time.
2011 - 2025
 The system to identify and address teachers’ development needs has been expanded to include
all school leaders and subject advisors.
 Sufficient, fully resourced DTDCs have been established to service the whole country.
 A network of Professional Practice Schools (PPSs) has been established around TDCs in the
districts.
2011 - 2023
 Some District Teacher Development Centres (DTDCs) have been established.
 The system to identify and address teachers’ development needs has been expanded to cater
for all school phases, learning areas and subjects.
2011 - 2020
 New TEIs have been fully established where appropriate/ needed.
 The system to identify and address teachers’ development needs has been expanded to cater
for all Senior Phase subjects and the major Further Education and Training (FET) subjects.
 Teaching Schools (TSs) have been established in relation to all TEI delivery sites.
2011 - 2017
 Subject-based and issue-based PLCs are widely established.
 The system to identify and address teachers’ development needs has been established for at
least Foundation Phase and Intermediate Phase learning areas.
 Fully resourced Provincial Teacher Development Institutes (PTDIs) have been established in all
provinces.
 Priority, targeted professional development opportunities for classroom teachers, school leaders
and subject advisors are immediately (2011) initiated and rolled out over five years (to 2016),
and priorities are reviewed for implementation over the following five-year period.
Teacher knowledge and practice standards have been developed for all subjects.
2011 - 2014
 The Funza Lushaka bursary scheme is strengthened, and teacher recruitment doubled.
 A National Institute for Curriculum and Professional Development (NICPD) is established.
 Provincial Teacher Education Committees (PTECs) are established in all provinces.
 Subject-based and issue-based Professional Learning Communities (PLCs) are initiated.
 The system to identify and address teachers’ development needs has been established for at
least numeracy/ mathematics and literacy/ English first additional language for all phases.
 Existing Teacher Education Institutions (TEIs) have been strengthened.
2011 - 2017
 Subject-based and issue-based PLCs are widely established.
2011-17
 The system to identify and address teachers’ development needs has been established for at least
Foundation Phase and Intermediate Phase learning areas.
 Fully resourced Provincial Teacher Development Institutes (PTDIs) have been established in all
provinces.
 Priority, targeted professional development opportunities for classroom teachers, school leaders and
subject advisors are immediately (2011) initiated and rolled out over five years (to 2016), and
priorities are reviewed for implementation over the following five-year period.
Teacher knowledge and practice standards have been developed for all subjects.
2011 - 2014
 The Funza Lushaka bursary scheme is strengthened, and teacher recruitment doubled.
 A National Institute for Curriculum and Professional Development (NICPD) is established.
 Provincial Teacher Education Committees (PTECs) are established in all provinces.
2011-14
Improve the quality of teacher education and development in order to improve the quality of
teachers and teaching.
15-year timeframe
Implementing the Plan over time
 Subject-based and issue-based Professional Learning Communities (PLCs) are initiated.
 The system to identify and address teachers’ development needs has been established for at least
numeracy/ mathematics and literacy/ English first additional language for all phases.
 Existing Teacher Education Institutions (TEIs) have been strengthened.
All activities begin immediately and are
completed over time.
Implementing the Plan over time
2011-14
Improve the quality of teacher education and development in order to improve the quality of
teachers and teaching.
15-year timeframe
2011-2014
 The Funza Lushaka bursary scheme is
strengthened, and teacher recruitment doubled.
Done
 A National Institute for Curriculum and
Professional Development (NICPD) is established.
3 Directors appointed; Limited
budget allocated; premisses
sought.
 Provincial Teacher Education Committees
(PTECs) are established in all provinces.
All 9 Committees are
established after teething
problems.
 Subject-based and issue-based Professional
Learning Communities (PLCs) are initiated.
2011 - 2014
 The Funza Lushaka bursary scheme is strengthened, and teacher recruitment doubled.
PLC guideline developed and
capacity building with 900
advisors and lead teachers
 A National Institute for Curriculum and Professional Development (NICPD) is established.
completed; SADTU pilot
 Provincial Teacher Education Committees (PTECs) are established in all provinces.
completed.
 Subject-based and issue-based Professional Learning Communities (PLCs) are initiated.
 The system to identify and address teachers’
hasand
been
established
for development
at
 development
The system toneeds
identify
address
teachers’
needs has been established for at
least
numeracy/
mathematics
and
literacy/
English
least numeracy/ mathematics and literacy/ English first additional language for all phases.
first additional language for all phases.
EFAL and Maths items
developed; funding constraints
 Existing Teacher Education Institutions (TEIs) have been strengthened.
Existing Teacher Education Institutions (TEIs) have
been strengthened.
All activities begin immediately and are
completed over time.
Extensive recapitalisation
completed;
Implementing the Plan over time
 Subject-based and issue-based PLCs are widely established.
Subject-based and issue-based PLCs are
 The system
to identify and address teachers’ development needs has been established for at
widely
established.
201117
Improve the quality of teacher education and development in order to improve the quality of
teachers and teaching.
15-year timeframe
2011 - 2017
20112017
Subject Committees
least Foundation Phase and Intermediate Phase learning
areas.
established
at national &
 Fully resourced Provincial Teacher Development Institutes
(PTDIs) have been
establishedPLC
in
provincial
levels;
process
all provinces.
needs more stimulation.
 Priority, targeted professional development opportunities for classroom teachers, school
 The
system
to identify
and address
teachers’
leaders
and subject
advisors
are immediately
(2011) initiated and rolled out over five years
development
established
for
(to 2016), and needs
prioritieshas
arebeen
reviewed
for implementation
over the following five-year period.
at least Foundation Phase and Intermediate
Teacher
knowledge
and practice standards have been developed for all subjects.
Phase learning
areas.
As indicated above.
 Fully resourced Provincial Teacher
Development Institutes (PTDIs) have been
established in all provinces.
PEDs are being held to account
to meet 2017 timeline.
Priority, targeted professional development
opportunities for classroom teachers, school
leaders and subject advisors are immediately
(2011) initiated and rolled out over five years
(to 2016), and priorities are reviewed for
implementation over the following five-year
period
Extensive work done by
DBE/PEDS/Unions in LMST ;
more needs to be done
Teacher knowledge and practice standards
have been developed for all subjects.
Process underway at SACE with
JET
All activities begin immediately and are
completed over time.
PPS
PPS
PPS
PPS
PPS
DTDC
DTDC
TS
TE
Campus
TE
Campus
DTDC
PPS
PTDI
PPS
National Institute for Curriculum and Professional Development
A SYSTEMIC RESPONSE: AN INTEGRATED AND COORDINATED
SYSTEM FOR TEACHER EDUCATION AND DEVELOPMENT
TS
DTDC
PPS
PPS
PPS
PPS
PPS
SACE CPTD Management system
(and SACE approved providers)
29
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)
b)
c)
d)
ECD educator development (R35.6m);
Primary teacher education (R26.4m);
Inclusive and special needs teacher education (R44m);
TVET and CET college lecturer education (R79m).
COLLABORATION
31
ROLE OF SACE: TEACHER DEVELOPMENT
ACTIVITY
PROGRESS
NEXT RADICAL STEPS
•
Implementation of CPTD Management
system in support of teacher development
•
86% sign-up of principals Completion of remaining signand deputies,
ups;
68% sign up of HODs; Sign up of all secondary school
PL1s; acceleration of sign-ups.
PED implications:
Support SACE with completion of
sign-ups.
•
610 programmes
endorsed in Languages, DBE and PEDs to submit their PD
programmes for endorsement.
Maths, Science,
management, special
Map endorsed courses with
needs
ANA/NSC diagnostic reports for
ease of access.
Approval of Providers and endorsement of
Programmes
32
ROLE OF SACE: REGULATING PROFESSION
ACTIVITY
• Registration of Teachers
• Ensuring that teachers adhere to the
SACE code of ethics
PROGRESS
NEXT STEPS
Ensuring that SACE is registered as
a professional body
Addressing issues of capacity
Strengthen mechanisms to
validate teacher qualifications
Strengthen mechanisms to vett
new applicants
Ensuring that Provinces do not
employ unregistered educators
•
Processes for teacher
registrations currently
being strengthened by
SACE
•
More advocacy around the code is
Workshops currently
being conducted by SACE necessary
Communication between SACE
to raise awareness on
the code and to reduce and Provinces to be strengthened
the number of offenders to create awareness around
teachers facing disciplinary actions
or those being investigated
SACE to ensure that teachers
struck off the roll do not remain in
the employ of provinces
33
THANK YOU
Questions/Comments
Website: www.education.gov.za
Call Centre: 0800 202 933 | [email protected]
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