1. Progress and Challenges with the implementation of the ISPFTED
Bridge COP programme
Sci-Bono Centre
8 February, 2017.

2. Outline Greetings/Thanks/Congratuations Background Progress Challenges
General points
ISPFTED
Progress
Challenges
Next steps

3. 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.

4. 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.

5. 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).

6. 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

7. 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

8. 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%)
(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):
teachers (6%) at REQV 10,11,12.

9. 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

10. 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 school-leavers 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.

11. 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

12. OVERVIEW
Integrated Strategic Planning Framework for Teacher Education and Development
OUTPUT 1
Individual and systemic TD needs are identified and addressed
OUTPUT 2
Increased numbers of high achievers are attracted into teaching
OUTPUT 3
Teacher support is enhanced at a local level
OUTPUT 4
An expanded and accesible formal teacher education system is established
ENABLERS
Collaboration
Time
Coodination
Funding

13. 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.
50 TASKS with responsibilities and time-frames
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 . 13

14. 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
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
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
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
Continuing Professional Development
Initial Teacher Education
Recruitment and Advocacy
Teacher uptake and deployment
Induction

15. 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

16. PRIORITIES Short course interventions:
targetted at 3000 under-performing secondary schools and their feeder primary schools ( estimated at 8000) =
FP: LITNUM ( EFAL +home languages)
IP, SP, FET: EFAL and MST
FET: Math Lit, Accounting, Physical Science, high enrolment, low performance subjects

17. PRIORITIES Qualifications Mentor and lead teachers/Advisors
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- PGCE- PGDE/B.ED
Grade R: L5- ECD/Grade R Diploma; .
Special needs: specialist qaulifications for categories of disability – Wits, Tuks

18. 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;

19. IMPROVING MANAGEMENT AND LEADERSHIP
ACTIVITY
PROGRESS
NEXT STEPS
1. Training of principals on curriculum management
2. Training of principals on financial management
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

20. Highlights PTDIs/DTDCs
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: 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

21. 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

22. TRENDS IN INITIAL TEACHER EDUCATION
Source: Trends in Teacher Education 2014 (DHET, March 2016)

23. 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
Graduates
5 939
6 855
7 973
10 593
13 702
16 496
19 077

24. A SPECIFIC INTERVENTION TO IMPROVE PRIMARY MATHEMATICS AND LITERACY TEACHER EDUCATION AT UNIVERSITIES

25. Implementing the Plan over time
Improve the quality of teacher education and development in order to improve the quality of teachers and teaching.
15-year timeframe
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.
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.
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.
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.
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.
All activities begin immediately and are completed over time.

26. Implementing the Plan over time
Improve the quality of teacher education and development in order to improve the quality of teachers and teaching.
15-year timeframe
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.
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.
All activities begin immediately and are completed over time.

27. Implementing the Plan over time
Improve the quality of teacher education and development in order to improve the quality of teachers and teaching.
15-year timeframe
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.
PLC guideline developed and capacity building with 900 advisors and lead teachers completed; SADTU pilot completed.
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.
EFAL and Maths items developed; funding constraints
Existing Teacher Education Institutions (TEIs) have been strengthened.
Extensive recapitalisation completed;
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.
All activities begin immediately and are completed over time.

28. Implementing the Plan over time
Subject-based and issue-based PLCs are widely established.
Subject Committees established at national & provincial levels; PLC process needs more stimulation.
The system to identify and address teachers’ development needs has been established for at least Foundation Phase and Intermediate 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
Improve the quality of teacher education and development in order to improve the quality of teachers and teaching.
15-year timeframe
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.
All activities begin immediately and are completed over time.

29. National Institute for Curriculum and Professional Development
A SYSTEMIC RESPONSE: AN INTEGRATED AND COORDINATED SYSTEM FOR TEACHER EDUCATION AND DEVELOPMENT
National Institute for Curriculum and Professional Development
PPS
PPS
PPS
PPS
PPS
PPS
DTDC
DTDC
PTDI
TE Campus
TE Campus TS TS
DTDC
DTDC
PPS
PPS
PPS
PPS
PPS
PPS
SACE CPTD Management system
(and SACE approved providers)

30. 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:
ECD educator development (R35.6m);
Primary teacher education (R26.4m);
Inclusive and special needs teacher education (R44m);
TVET and CET college lecturer education (R79m).

31. COLLABORATION

32. ROLE OF SACE: TEACHER DEVELOPMENT
ACTIVITY
PROGRESS
NEXT RADICAL STEPS
Implementation of CPTD Management system in support of teacher development
Approval of Providers and endorsement of Programmes
86% sign-up of principals and deputies,
68% sign up of HODs;
610 programmes endorsed in Languages, Maths, Science, management, special needs
Completion of remaining sign-ups;
Sign up of all secondary school PL1s; acceleration of sign-ups.
PED implications:
Support SACE with completion of sign-ups.
DBE and PEDs to submit their PD programmes for endorsement.
Map endorsed courses with ANA/NSC diagnostic reports for ease of access.

33. ROLE OF SACE: REGULATING PROFESSION
ACTIVITY
PROGRESS
NEXT STEPS
Registration of Teachers
Ensuring that teachers adhere to the
SACE code of ethics
Processes for teacher registrations currently being strengthened by SACE
Workshops currently being conducted by SACE to raise awareness on the code and to reduce the number of offenders
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
More advocacy around the code is necessary
Communication between SACE and Provinces to be strengthened 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

34. THANK YOU
Questions/Comments