1. TEACHER PROFILING PORTFOLIO COMMITTEE MEETING 24 February 2015

2. Teacher Profiling: The basis for effective Teacher Recruitment, Utilisation and Support The Challenge The Plan Root Causes Why Teacher Profiling Aims Implementation Challenges Progress Preliminary findings from PERSAL data Rate of Capturing for 10 Districts Way Forward 2

3. What is the challenge? Inaccurate and/or Incorrect data on our primary data source: PERSAL The sector is unable to determine an accurate profile of what educators are qualified to teach and what they are teaching. The absence of educator profiles have compromised the ability of the Provincial Education Departments to: deploy educators correctly resulting in qualified teachers teaching subjects that they are not qualified to teach; educators in addition to staff establishments not being deployed; vacancies remaining unfilled for long periods of time; forecasting of the type of teachers that need to be trained is inaccurate; and The placement of Funza Lushaka and other bursars is very slow. 3

4. What is the plan? To verify and capture or correct the following fields on PERSAL:  Name;  Surname;  Identity Number;  Citizenship;  Nationality;  Job Title;  Rank;  Contact Details (as per SARS requirements);  Qualification; and  Subjects the teacher is qualified to teach and what the teacher is teaching. 4

5. What are some of the root causes of this challenge?  Absence of PERSAL delegations;  Non-Compliance with PERSAL delegations;  Ineffective capturing;  Lack of skills and knowledge on PERSAL; and Absence of Monitoring and Evaluation. 5

6. Why is this project critical ? Accurate PERSAL Data Effective: HR Planning Recruitment Deployment Utilisation Correct matching and placement of teachers; Informed forecasting in terms of the number and type of teachers we need; Inform retention strategies; Assist in leave management; and Inform exit strategies. 6

7. What are the aims of teacher profiling? To ensure the right teacher in the right classroom teaching effectively. This means knowing: –What teachers are qualified to teach; and –If teachers are teaching what they are qualified to teach. This will enable the sector: Immediate objective –To deploy the existing teachers appropriately and efficiently; –To match and place new teachers according to their skills and competencies; and –To retain teachers in hard-to fill and scarce skills posts. Medium to Long-term objective - Plan for what is needed in the sector- demand and supply, planning and management. 7

8. What are the implementation challenges? Shortage of staff and equipment; Capability of staff; Access to PERSAL; Unavailability of academic transcripts; and Unavailability of personnel files at the district offices. 8

9. What is the progress? HODs and MECs formally requested to intervene to resolve challenges to ensure the success of the project. PERSAL data as at 31 August 2014 was analysed and a national report was formulated. Exceptions were identified per field. The exceptions were communicated to HR teams in the province for closure and letters were sent to the Heads of Departments requesting that they ensure that these exceptions are closed.national report PERSAL Data as at 31 October 2014 was analysed to determine the extent to which qualification fields have been captured. 9

10. What are the preliminary findings from August 2014 PERSAL data? SURNAMES Only 5 out of 391 000 surnames were incorrectly captured. These exceptions were found in the Gauteng Department of Education. FIRST NAMES 99.4% of First names are correctly captured. ID NUMBERS 99.2% of ID numbers are correctly captured. JOB TITLE 98.4% of job titles are correctly captured. RANK Only 181 incidents of incorrect rank have been captured on PERSAL. These incidents involve capturing of Principals, Deputy Principals, Heads of Departments and teachers incorrectly. 10

11. What are the preliminary findings from August 2014 PERSAL data? RANK AND JOB TITLE MISMATCH The mismatch between rank and job title (e.g.. Rank is "teacher" but job title is "principal p3") is illustrated in the graph below. Only 4 PEDs: EC, FS, GP and KZN have not ensured that the rank and job titles are correct. There is a 97 % match between rank and job title in the sector. 11

12. What are the preliminary findings from August 2014 PERSAL data? DIDACTICS (What is the teacher qualified to teach) PEDs were requested to capture a minimum of 3 subjects that the teacher is qualified to teach. Gauteng is leading, with 70%, of minimum teaching subjects per educator being captured. WC and NC follow with 57% and 51% of minimum teaching subjects captured. 12

13. What are the preliminary findings from August 2014 PERSAL data? MAJOR TUTORING SUBJECTS (What are teachers teaching) KZN, LP, MP, NC and GP have captured 50%, 25%, 20%, 12% and 5% respectively. EC, FS, NW and WC are currently busy with capturing. It is critical that this field be captured and/or updated if we are to match what teachers are qualified to teach and what they are teaching. 13

14. What is the rate of capturing for 10 districts? Methodology PERSAL data as at 31 October 2014 for 9 of the initial districts was examined and the profiles in terms of qualifications, didactics and major tutoring subjects were drawn The following fields were considered: –Qualification (and whether it is professional teaching qualification); –Didactics 1; and –Major Tutoring 1. A percentage of the total number of teachers per district was calculated per field to given an overview of the progress made. 14

15. What is the rate of capturing for 10 districts? 15

16. What is the way forward? Subsequent to the capturing of profiles a qualification and utilisation profile to determine the match between what teachers are teaching and what they are qualified to teach in all districts will be completed. Findings with regard to teacher profiles will be communicated to the Minister, MECs, Heads of Departments and all districts. A strategy and implementation plan will be developed to address the mismatch between what teachers are teaching and what they are qualified to teach. The Plan to address the mismatch will be implemented based on the results of the profiling. The profiling of teachers has been included into Operation Phakisa to identify and resolve blockages within the project. 16

17. Website: www.education.gov.za Call Centre: 0800 202 933 | callcentre@dbe.gov.za Twitter: @DBE_SA | Facebook: DBE SA THANK YOU!