Joint DBEDHET Presentation on Teacher Education and Development

Joint DBE/DHET Presentation on Teacher Education and Development to a joint sitting of the Portfolio Committees on Basic Education and Higher Education and Training 11 June 2013 1

Structure of the Presentation • DBE/DHET collaboration on teacher education and development in the context of the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) • The Teacher Education and Development Continuum, and some of the current areas of work • Strengthening the formal teacher education system • Addressing the development needs of practicing teachers in a targeted fashion? 2

DBE/DHET collaboration within the context of the ISPFTED The ISPFTED is a comprehensive plan to improve teacher education and development in the country, constructed collaboratively by education stakeholders, with implementation driven by DBE and DHET. Some of the key objectives of the ISPFTED is to ensure: • A teacher education system that provides sufficient numbers are high quality new teachers • Practicing teachers receive targeted development support designed to improve the quality of teachers work in key subject areas and schools in ways that lead to improvement in learner results 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 3

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 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 4

INITIAL TEACHER EDUCATION 5

The Formal Teacher Education Landscape • Teacher education is a national competence: funded and regulated through the DHET. • Teacher education is offered by accredited higher education institutions, mostly public universities but also some private higher education institutions. • Teaching is a graduate career. Two pathways: Ø Bachelor of Education degree (NQF exit level 7; 480 credits; 4 year full-time) Ø Appropriate undergraduate degree or diploma followed by a Post. Graduate Certificate in Education (NQF exit level 7; 120 credits; 1 -year full-time) • Teachers can specialise as Foundation Phase teachers; Intermediate Phase teachers, Senior Phase/FET teachers. • 21 Public universities offer initial teacher education. Vaal University of Technology will soon be involved. MUT does not offer teacher education. The two new universities (MP and NC) will offer teacher education. Also a number of private HEIs becoming active in this area. 6

Growth in Teacher Education % change 125% 78% 7

Teacher Supply-Demand gap 1 # of teachers in service # of teachers needed 2 # of teacher grads in 20113 Gap SA 418 109 18 815 10 593 8 222 EC 69 018 3 106 1 057 2 049 FS 23 850 1 073 826 247 GP 70 340 3 165 1 610 1 555 KZN 91 926 4 136 1 639 2 497 LP 58 194 2 619 539 2 080 MP 34 575 1 556 0 1 556 NC 8 846 391 0 391 NW 26 006 1 170 841 329 WC 35 354 1 591 1 372 219 Notes: 1. This is a very basic analysis. Other factors such as teacher utilisation and deployment, system growth, employment of foreign educators and so on, will need to be taken into account to obtain a more accurate picture. This is being done. 2. Based on a 4. 5% national attrition rate. 3. From the universities based in each province. UNISA graduates (2 644) and Rhodes in-service B Ed graduates (65) not taken into account. 8

Quantitatively Strengthening the Teacher Education System to address the Supply-Demand gap 3 -Fold strategy – focus on growth in enrolments Ø Expand initial teacher education enrolments on existing campuses to ensure full utilisation of existing capacity [all universities] Ø Expand capacity on existing campuses through increased funding to support the development of new infrastructure Ø Establish new teacher education campuses These strategies being translated into a detailed operational plan for each province. 9

5 Year Enrolment Planning Cycle 2014 -2019 Ø Teacher education will continue to be prioritised as a scarce skill area Ø Focus expanded to include not just the number of teacher education enrolments but also the type of teacher that is being produced, for example in relation to phase and subject specialisation Ø First engagement with universities indicate new teacher graduates projected to exceed 20 000 - 22 000 by 2019. This is still being discussed. Ø Given that learner population growth is predicted to remain stable or even decline between then and now (National Development Plan), this will bring us very close to eradicating the supply-demand gap. 10

TEACHER EDUCATION INFRASTRUCTURE GRANTS TO UNIVERSITIES (2012/13 -2014/15) (DHET contribution) Amount (000) Purpose CPUT 58 230 Mowbray and Wellington campus extensions UCT 55 000 New teacher education building on the middle campus to accommodate an enlarged education cluster CUT 45 000 Expanding teacher education buildings on the Bloemfontein campus DUT 79 588 Expanded teacher education infrastructure on the Indumiso campus in PMB UFH 42 329 Construction of new building to support ECD/Foundation Phase on the East London campus UFS 25 058 Expanded infrastructure to accommodate Technology, Engineering Graphics and Design, micro and practical teaching as well as 6 new lecture theatres on Bloemfontein campus UJ 19 565 Additions to the teaching school and two new lecture halls o Soweto campus UKZN 45 000 Phase 1 of a new initial teacher education building on the Edgewood Campus NMMU 40 767 Construction of a new building for Foundation Phase teacher education on the Missionvale Campus UP UNISA 7 829 30 000 Construction of a post-graduate research commons on the Groenkloof campus Development of ICT infrastructure to better support initial teacher education students on teaching practice SUN 3 050 TUT 55 000 Construction of new multi-purpose teacher education building on Soshanguwe campus and general landscape improvement of campus VUT 33 040 Construction of a new teacher education building on the Sebokeng campus WSU 60 000 Construction of 2 teaching auditoriums (200 seats and 400 seats) on the ZMK campus UWC 15 972 Extension and renewal of South campus to allow relocation of teacher education WITS 14 000 Renovation of old student union building to house education policy unit and centre for deaf studies. TOTAL 662 460 Refurbishment of the teacher education building Teacher education infrastructure projects supported at 17 universities 11

New Teacher Education Campuses • In Mpumalanga Province, the Siyabuswa Teacher Education Campus on the former Ndebele Co. E site was launched in February. A new B. Ed. programme has started this year. The campus will be part of the new university and will be supported to grow to a student enrolment of 1 500 -3 000 (depending on feasibility) • In the Eastern Cape, NMMU is being supported to establish the Missionvale campus as a teacher education campus. • In Kwa. Zulu- Natal, a feasibility study is currently being conducted into the use of the former u. Mzimkhulu Co. E site as a new teacher education campus, possibly linked to DUT. • In Limpopo Province the department is in the process of exploring the feasibility of utilising the former Sekhukhune Co. E and Giyani Co. E sites as possible new teacher education campuses. • In Gauteng, VUT is being supported to develop teacher education on the Sebokeng campus. The development of new teacher education campuses is entirely dependent on obtaining additional ring-fenced funding from the fiscus. 12

What about quality in teacher education? • While the system is improving outputs, throughput in initial teacher education programmes needs to be improved at some universities. • Anecdotal perceptions indicate that newly-qualified teachers are not always fully equipped to take up positions as new teachers – slippage between qualifications and competence [but not a uniform picture across all institutions – some institutions producing excellence]? • Research, for example the recent NEEDU report, shows substantial challenges with teacher ability (in schools) – link to poor teacher knowledge: Ø Subject knowledge Ø Knowledge for teaching Ø Practical knowledge Ø Inability to work with higher order cognitive processes (NB. This is not a statement about new teachers – it reflects teachers in the BE system generally) • A Foundation Phase teacher education system that needs strengthening. 13

Qualitatively Strengthening Teacher Education to Address the Supply-Demand Gap? • Intentional steering of part of the Teaching Development Grants allocated to institutions towards improving throughput in initial teacher education programmes. • Strengthening Foundation Phase teacher education through a dedicated programme focussed on this area. • Development and implementation of a new qualifications policy for teacher education that has a central focus on teacher knowledge and practice. Development of knowledge and practice standards for specific teaching specialisations is the next step in standard setting. • Enhancing the practice teaching component of teacher education programmes through the establishment of teaching schools and professional practice schools. • Conducting a longitudinal research study to investigate the ability of newly qualified teachers to successfully transition from teacher education studies to teaching. This will inform further qualitative initiatives to strengthen teacher education. 14

CONTINUING PROFESSIONAL DEVELOPMENT 15

Current Priorities 1. Caps, ANA/NSC, Workbooks Implementation 2. Develop Teacher Diagnostic Assessments 3. Development of Provincial Teacher Development Institutes and District Teacher Development Centres 4. EFAL Strategy 5. Inclusive Education 6. Implement Teacher Union Collaboration 7. CPTD Management System Implementation 8. Setting up the National Institute for Curriculum and Professional Development (NICPD) 9. Develop catalogue of all courses provided by PEDs, HEIs and Unions 16

CAPS , ANA/NSC and Workbooks Implementation PROGRESS ACTION TO FOLLOW CAPS: Subject Advisor training DBE and PED Monitoring and done; Preparations for teacher evaluation will be orientation programmes in PED strengthened done ANA/NSC: NSC reports distributed and mediated in all PEDs; ANA reports in process of distribution NSC/ANA – DBE to monitor receipt of reports and support by teachers provided by PEDs Workbooks: 400 000 Teacher guides distributed to district offices DBE to provide Subject Advisor training to be completed by end July; DBE to monitor support provide by PEDs 17

Develop Teacher Diagnostic Assessments PROGRESS ACTION TO FOLLOW Mathematics test items EFAL test items to be developed and preparations for developed by end August; pilot are underway in Mathematics items to be July/August piloted by end August; Stakeholder engagement to be concluded by end September; Implementation plan to be completed by end October; Advocacy from November 2013 18

Development of Provincial Teacher Development Institutes and District Teacher Development Centres PROGRESS FS and NC have begun with setting up PTDIs; Collaboration with UNISADHET to strengthen 45 centres over 3 years; 10 Centres identified for Pilot in 2013 (KZN, EC, LP) ; Collaboration with Vodacom to develop another 20 centres and with Cisco for another 10 ACTION TO FOLLOW DBE to monitor progress on PED initiatives and enable and support and monitor the UNISA/VODACOM, MINDSET, MTN and CISCO initiatives 19

English First Additional Language (EFAL) Strategy PROGRESS ACTION TO FOLLOW FP Subject Advisor training in EFAL (CIPLET) certificate course was completed in collaboration with British Council; Plans for training of all FP teachers were developed with PEDs Monitor and evaluate FP teacher training in EFAL; Set up subject advisor training for IP ; Finalisation of EFAL course for SP and FET 20

Inclusive Education PROGRESS ACTION TO FOLLOW Roll out of 3 year HRD plan for Ensuring capacity to deliver on training of all teachers in the plan by training of trainers curriculum differentiation and in all 3 key areas SIAS (Screening, Identification, Assessment and Support ) schools of the blind and deaf has begun 21

Implement Teacher Union CPD Collaboration PROGRESS ACTION TO FOLLOW Year 2 of the multi-year Finalise plans for 2013/14 program was implemented; +/- 58 000 Teachers trained in all 9 PED by all 5 unions 22

Implement the CPD Management System PROGRESS Status report which reviewed the whole programme was completed; Sign up of principals and deputies has begun; 5 Year implementation plan was also completed ACTION TO FOLLOW DBE support on monitoring, reporting on pace and quality of implementation; Endorsement process and CPTD –IS systems need support 23

Setting up the NICPD PROGRESS Contract staff appointed in management and ICT system development ACTION TO FOLLOW Next set of staff appointments made; Complete 1 st phase of ICT system development by September; Materials and training programme on use of LTSM by teachers by end September; Diagnostic assessments in EFAL and Mathematics by end September 24

Development of a CPD Course Catalogue PROGRESS ACTION TO FOLLOW Personnel appointed to develop Catalogue developed and catalogue advocated by end September 25

Thank You 26