1. SACE ANNUAL REPORT PRESENTATION TO: THE PORTFOLIO COMMITTEE ON BASIC EDUCATION October CAPE TOWN – PARLIAMENT

2. A. Introduction to Annual Report
Foreword by Chairperson:
Four year term of office ends on 31 July 2017.
Challenge of predicting numerical targets of divisions.
SACE participation in AFTRA and IFTRA .
Review of SACE for enhancement.
SACE’s role re ITE, categorization of registration (per Specialisms) and professional designations to be asserted.
Promotion of holistic education and development of learners and teachers.

3. CEO’s Overview:  
SACE is 20 years old, forging ahead delivering satisfactorily on its mandates of registration, professional development and ethics in the profession.
SACE’s head office is in Centurion and provincial offices in Durban and Bloemfontein.
Challenges include:
Unregistered educators;
Fraudulent registration;
Inadequate submission of CPTD programmes by departments;
Low uptake on CPTD programmes and activities;
Inadequate promotion of professional ethics;
Disjointed approaches by authorities to professional misconduct and slow turnaround times;
Insufficient capacity in research and advocacy sections;
Slow movement on Provincial offices; and
Inadequate revenue.

4. Interactions and Outreach
Three AFTRA meetings.
21 presentations to stakeholders.
SACE first fun walk as part of TASP (Teacher appreciation and support programmes)
Four sets of publications.
At least 20 media interactions.
SACE is well received by constituencies stakeholders and authorities.

5. B.FINANCE AND ADMINISTRATION
Statement of Financial Position as at 31 March

6. B. FINANCE AND ADMINISTRATION: NOTES
Total assets increased by 10.7%.
Cash equivalents decreased by 56%.
Purchase price was settled on registration of the building on the 21th July 2016 after completion of sectional title requirements
Included in current liabilities is R2.3 mil deferred government subsidy, to be budgeted in the following financial year.
Financial position of council is positive.

7. Statement of Financial Performance

8. B. FINANCE AND ADMINISTRATION: NOTES
Revenue decreased by 1.9%(reduction of interest received ).
Interest of the building trust fund was waived against 18 month occupational rent
R9.2 mil of R11.5 mil CPTD grant was spent on CPTD .
Unspent funds of R2.3 mil deferred to the following year.
Planned surplus of R9.8 mil is towards the establishment of further provincial offices
Provincial offices opened in two provinces in 2015(KZN and FS).
Council used the two establishments as pilot to inform the discussion regarding the remaining six provinces. Discussion is scheduled for November 2016

9. Cash Flow Statement

10. B. FINANCE AND ADMINISTRATION: NOTES
Net cash from operations decreased by 64.9%
Deposit in trust account is from building reserve fund.
Total cash at year end is R35.4 mil (56.4% reduction due to cash outflow/deposit into Trust account).

11. Statement of Comparison of Budget and Actual Amounts

13. Procurement and contract management
C. Auditors report
Procurement and contract management
Policy has been updated to include the referred declarations
The matter was raised in the previous year while we were 4 months into the financial year, hence a repeat of paragraph 15 of the Auditors report.
Paragraph 16 and 17 arise from the issue raised in paragraph 15.

14. D. REGISTRATION

15. D. REGISTRATION NARRATIVE
Vetting and verification is a new target for this financial year.
  For the 2015/16 financial year the following were the key focus areas:
Cleaning the database;
Setting up meetings with different stakeholders that will assist in ensuring that the process goes smoothly;
Meetings were held with DBE,DSD and DOJ;
More meetings were held with DHET, and Provincial Departments
A sample of the new applicants are being vetted. Those that are found wanting will be subject to a fit to teach hearing where all their qualifications verified
Registration statistics to date
FULL REGISTRTAION:
PROVISIONAL: ( foreign educators)
INCOMPLETE:
TOTAL ON DATA BASE:
The New Application form is in place and being used. Information on the form is analysed so as to assist in verifying educator information.

16. E. ETHICS Programme Name ETHICS 550 647 Key Performance indicators
Actual Achievement
2014/2015
Planned Target
2015/16
2015/2016
Deviation from planned target to actual achievement for 2015/2016
Comment on deviations
Number of concluded cases as measured against the number of cases received for the year.
Actual number of cases finalised
647
Expected number of cases to be finalised including the 222 carried over from 2014
922 
Actual number of cases received was 593, and finalised including those carried over from 2014
550
While it was expected that a total of 593 cases would be finalised for the year only 550 was finalised
A total of 43 cases could not be finalised and would be carried over into the next financial year.

17. E. ETHICS CONT..
Educators and stakeholders to be workshopped on the code of professional ethics.
Actual number of educators and stakeholders work- shopped on the code of professional ethics:
5747
Expected number of educators and stakeholders to be workshopped on the code of professional ethics:
 15 000
Actual number of educators and stakeholders workshopped on the code of professional ethics:
 Physical interaction : 5351
Individual Codes distributed :
Charts relating to Code : 1300
Not enough educators and Stakeholders could be workshopped physically as anticipated. However , many radio presentation and interviews were conducted across the various radio stations to concertise them on the code.
A total of Codes of Professional Ethics were distributed to educators during workshop throughout the year, visit to schools during investigations, through the use of the district offices, presentation to educators at the SACE offices when they come to register, leaving copies at schools when conducting physical investigation and at labour unions or Departmental gatherings when invited to make presentations.
A total of charts relating to the Codes of Professional Ethics were distributed to schools during school visits, workshops, through the use of the district Offices and during labour unions gatherings.
Owing to lack of sufficient personnel, workshops could not be conducted physically as anticipated. Budget allocation to increase to reach wider audience.

18. E. ETHICS cont….
Much advocacy was done during outreach in the following Provinces: Limpopo, Mpumalanga, Northern Cape
3 more Provinces are targeted for the 2016/17 financial year
More hearings took place during the course of the year, and those that were outstanding are being finalized in the 2016/17 financial year.
Advanced training for panellists, investigators,
prosecutors and presiding officers was done

19. F.PROFESSIONAL DEVELOPMENT

20. CPTD MANAGEMENT SYSTEM
Programme Purpose
The programme is responsible for managing and promoting the continuing professional development of
The programme is being phased in, in terms of orientating and signing up teachers to participate in the CPTD management system and earn 150 points in 3-year cycles and approval of service providers and endorsement of all PD programmes that are presented to teachers.
Key Functions:
• Orientate and sign-up teachers
• Approve providers
• Endorse professional development activities and
• Monitor professional development uptake by educators

21. CPTD MANAGEMENT SYSTEM
Performance indicator
Planned Target 2015/16
Actual Achievement 2015/16
Number of educators orientated and signed-up for participation in the CPTD system.
110 000 PL1 secondary and combined school educators
(51.52%)
Number of student teachers orientated and signed-up for participation in the CPTD system
7000 final year student teachers
(32.32%) student teachers were orientated and signed-up
Number of signed-up principals, deputy principals and HODs undertaking PD activities / programmes
55% (36 415) of signed-up principals, deputies and HODS
38.02% (13 844) of signed-up principals, deputy principals and HODs have undertaken PD activities and programmes
Number of Professional Development
Providers evaluated and approved
200 or 80% of applications.
113 new providers were approved
Number of professional development activities endorsed
500 or 80% of applicants.
1091 were endorsed

22. CPTD CHALLENGES
Eastern Cape, Kwazulu-Natal, and Limpopo did not do well in terms of the implementation of the CPTD system.
0% Professional Development Budget in Limpopo – bearing on the implementation of the CPTD management system.
Provinces that implement the CPTD system manually (KZN/EC in particular) could not submit forms within the financial year (delays in the electronic data capturing and subsequently the end of financial year statistics and performance)
27 914 uncaptured forms that were delivered to SACE at the end of the 4th quarter of 2015/16 , this was as a result of mop up sessions conducted between January and March 2016
Student teachers orientation and sign-ups targeted the last quarter of the calendar year. Fees must fall campaign impacted on access to the Higher Education Institutions and the planned sessions.

23. CPTD CHALLENGES
Professional Development Uptake exists in various forms.
However, the culture of reporting and reflecting on participation in the PD activities by teachers / schools / PEDs remains a challenge
Provider capacity remains a challenge
Uptake in externally initiated PD activities (Type 3) remains low – funds, time, and numbers

24. CPTD MANAGEMENT SYSTEM PROGRESS SINCE END MARCH 2016
PL1 teachers signed up, however captured on the CPTD Information System (CPTD-IS)
Analysis Report on the 2180 deceased educators on the CPTD-Information System
Enhancement of the CPTD-IS with the Business Intelligence Tool (BI Tool) to track individual, schools, districts and provinces’ participation in the CPTD system, Professional Development uptake
Institutionalising the CPTD System Implementation and Reporting Requirements into the system through:
HEDCOM Sub-committee on Teacher Development and Curriculum
HEDCOM Sub-committee on Planning, Monitoring and Evaluation and Reporting (PEDs Planners)
HEDCOM Sub-committee on Skills Development, IQMS, PMDS and WSE
Collaboration with Teacher Unions
Leveraging on the e-education / e-administration systems (especially in WC, FS, GP, NC, MP)
Development of the CPTD system APP

26. CPTD MANAGEMENT SYSTEM PROGRESS SINCE 1st April 2017
Commenced the orientation of the teachers in the Primary, Special Education Schools and therapists / psychologists in schools
Established Forums on:
Inclusive Education
Schools of Skills
Focus Schools
Therapists and Psychologists
Planning the Professional Development Teacher Conference in February 2017
Reflect on the first three years of implementation (2014 – 2016)
Share best practices
Shape the relationship between the CPTD System and periodic re-registration

27. Professional Standards
Purpose:
Working collaboratively with stakeholders and partners in setting, upholding and monitoring professional
standards to enhance teacher professionalisation.
Key functions:
• Develop standards in the following areas:
- entry into the teaching profession from admission to full registration,
- IPET and CPTD programme content, and
- professional practice
• Award teacher designation.

28. Professional Standards
PERFORMANCE INDICATOR
PLANNED TARGET
2015/16
ACTUAL ACHIEVEMENT
Set and implement professional
standards.
Research Report on the
professional standards and
implementation plan are
approved.
Achieved:
Research report and
implementation plan
available
Number of newly qualified
educators being awarded
professional designation status
Research Report on teacher
professional designations
and implementation plans are approved
Partly Achieved:
Daft designation
Reports available

29. CURRENT TEACHER PROFESSIONALISATION LANDSCAPE AND INITIATIVES
IQMS PS Standards

30. Professional Standards Progress
Professional Standards National Advisory Committee and Steering Committee met regularly and worked on the Theory of Change for the professional standards development process
Professional Standards Theory of Change workshop was held on 21 July 2016:
The SACE National Advisory Group was utilised for this purpose and additional members invited.
The workshop was facilitated by JET, and included group facilitators from both JET and SACE.
The workshop laid the foundation for a logic framework which is currently in draft format, and is being reviewed by the Project and Steering Committee
Consultative and bilateral sessions with the stakeholders
CDE International Professional Standards Research
Learning from other professional councils – health, finance, law, social services:
Visits, interviews, sharing of information – SAICA, ECSA, SANC, SAPC, HPCSA, Law Practices Councils, SACSSPs
Roundtable held (National Treasury, DPSA, SANC, CBE, SAPC, CHE)
High level collaboration meetings – SACE, DBE, DHET, EDF
Launch of the professional standards process on 1st December 2016
Standards Writing Process commencing in January 2016

31. NEXT STEPS: TIME FRAMES

32. POLICY AND RESEARCH Programme /Activity / Objective
Performance indicator
Actual Achievement 2014/2015
Planned Target 2015/16
Actual Achievement 2015/16
Deviation from planned target to actual Achievement 2015/16
Comment on Deviations
The number of research projects under taken in line with SACE research agenda. 6 5 1
The other project overlapped to the new
financial year.
Number of Policy advice and
briefs produced per annum 2
Policy brief and advice to the Minister
scheduled for the new financial year
Number of Professional
Magazine produced and
disseminated 4
Delays experienced with regard to
getting articles from the schools

33. PROFESSIONAL RESEARCH
Research Projects
HODs Needs Analysis project
Post Level 1 Teachers Needs Analysis project
Deputy Principals CPTD Signup Data Analysis (Principals and Deputy Principals Profile)
HODs CPTD Sign-up Data Analysis (HODs Profile)
Comparative study on national professional councils and international teaching regulatory authorities
Five Year Analysis of the educator misconduct cases referred to SACE.
Teacher Professionalisation Report

34. THANK YOU DANKIE SIYABONGA REYALEBOHA