the portfolio committee on basic education 14 october 2015 cape town – parliament

2014-15 SACE ANNUAL REPORT PRESENTATION TO:

THE PORTFOLIO COMMITTEE ON BASIC EDUCATION

14 October 2015CAPE TOWN – PARLIAMENT

A. HIGHLIGHTS OF CHAIRPERSON’S FOREWORD

1. ACHIEVEMENTS

The achievements of Council during the period under review include: • A stricter and more efficient registration regime;• A compulsory programme for continuing professional development and growth for all teachers in the system;• A streamlined system for addressing alleged breaches of the Code of Ethics;• Appointment of an expert pool of researchers to guide SACE by providing evidence-based advice regarding issues of teacher

professionalism; and • A multi-faceted outreach programme using a variety different methodologies in order to enhance the delivery of SACE’s areas of

responsibility.

2. INFRASTRUCTURE

Council has improved SACE’s infrastructure needs by: • Acquiring its own premises to save escalating rental costs;• Securing SACE branch offices in Bloemfontein and Durban, as part of a nine province plan, to take service delivery to local levels;

and • Expanding its staff complement to maximise delivery and output.

A. HIGHLIGHTS OF CHAIRPERSON’S FOREWORD CONT….

3. INTERNATIONAL

Council has marked its footprint internationally as a founding and leading member of the International Forum for Teacher Regulatory Authorities (IFTRA), which consists of participants from 18 countries. Within the African continent, SACE is currently the chair of the African Forum for Teacher Regulatory Authorities (AFTRA), which is responsible for promoting professionalism and well-being of teachers in at least 20 African countries. Moreover, SACE participates in Education International (EI) as a valued observer.

4. CHALLENGES

• While SACE is grateful to government for the financial support it receives every year, the expanded mandate of SACE during this period was not commensurate with its financial capacity.

• There still remains in some sections of South African society a lack of understanding of the real business and role of SACE; and• There have been discernible tensions between the notion that SACE needs to be externally managed and supervised, on the one

hand and the need for SACE to maintain its autonomy as do similar councils nationally and internationally, on the other. • The growing marketization, commodification and commercialisation of education;• The professionalization of the teaching fraternity;• Weak systemic approaches to teacher appreciation, well-being and support; and• Inadequate holistic development of learners.

A. HIGHLIGHTS OF CHAIRPERSON’S FOREWORD CONT….

5. NOTES

5.1 Increased Budget for Outreach required;

5.2 SACE to cost renting / purchasing of remaining provincial offices;

5.3 Next AFTRA conference to be hosted by the Zambia Teachers Council in Zambia in May 2016 and next IFTRA Conference to be hosted by General Teaching Council of Ireland, in Ireland in June 2016;

5.4 Government grant of R8,5m plus inflation secured for next three years;

5.5 Council to consider levy increase to cover costs of Provincial offices and expanded role of SACE;and

5.6 Council is set to do well.

B. KEY POINTS OF CEO’S INPUT

1. GENERALSACE promotes the constitutional rights and safety of all residents of South Africa generally, and of teachers and learners in particular. It denounces victimization and attacks, wherever they occur. SACE, therefore, calls on all teachers, learners and residents to promote peace and inclusivity. It requests school communities to urgently report to SACE instances of victimization, harassment or discrimination involving teachers or learners.

As a council of teachers, we call on all teachers to learn and teach the anthems of the African Union (AU) and our country. Let us all sing these anthems, side by side, to celebrate our oneness.

2. REGISTRATIONCouncil registered 29 483 educators during the year under review and updated 39 296 registrations. Council also finalised electronic registration processes, the categorisation of the register and the differentiation of certificates. Council has also agreed to initiate stringent vetting and verification processes to ensure that all teachers, new applicants and those in practice, are in good standing and in possession of authentic qualifications. SACE invites the public to contact the office to check on the validity of the registration credentials of any teacher.

3. CODE OF ETHICS SACE maximised its vigilance regarding adherence to the Code of Ethics for Teachers. Of 586 complaints received during the year under review and 283 from the previous year, 647 were processed and 222 carried over to the next financial year. 69 hearings resulted in 56 educators being found guilty of which 28 had suspended “striking offs’, 18 definite period striking offs’ and 10 indefinite striking offs’.” Most of the offences related to corporal punishment, harassment and sexual misconduct (in that order).

B. KEY POINTS OF CEO’S INPUT CONT….

4. PROFESSIONAL DEVELOPMENT

SACE has approved 113 CPTD providers and endorsed 463 programmes. Exemption is granted to certain categories of providers. The Council is paying special attention to inclusivity, languages, history, mathematics and science teaching. It emphasises the promotion of attitudes and values consistent with the South African Constitution and Bill of Rights and the holistic development of learners. Council is busy finalising professional standards and designations.

SACE now has a fully-fledged research unit providing findings and recommendations regarding teacher professionalization and pertinent educational issues.

5. NOTES1. The above mandates emanate from the SACE Act No 31 of 2000 and Basic Laws amendment Act (BELA –No 15 of 2011)2. SACE has broadened its footprint by: 2.1 Intensifying its outreach programmes; 2.2 Leading the African Forum of Teacher regulatory authorities (AFTRA); 2.3 Interacting regularly with the Media;

2.4 Setting up a call centre to assist educators and members of the public; 2.5 Establishing offices in Bloemfontein, and Durban; and

2.6 Undertaking research for professionalism.

B. KEY POINTS OF CEO’S INPUT CONT….

3. For the period under review SACE had 88 employees and approximately 90 volunteers assisting SACE as evaluators, endorsers, investigators, panellists and presiding officers.4. Council occupies its own building in 240 Lenchen Avenue, Centurion.5. Council has performed satisfactorily notwithstanding the lapses observed in the Audit Report, which have been corrected.6. For the year ahead SACE plans to:

6.1 Implement verification of qualifications and professional vetting;6.2 Secure more volunteers to assist with the Ethics processes;6.3 Update Ethics rules and regulations;6.4 Make proposals for amendments to the SACE Act;6.5 Engage in more rigorous research to enhance professionalism and to address needs in the education system;6.6 Finalize the regime for professional designations and standards, including induction, leading to

different levels of registration;6.7 Increase opportunities to show appreciation and give support to teachers on an on-going basis

with the Department of Basic Education and all other educational stakeholders. (TASP : Teacher Appreciation and Support programme); and

6.8 Open at least two more Provincial Offices.7. SACE is all set to enhance its performance towards teacher professionalism.

C. FINANCE AND ADMINISTRATIONSTATEMENT OF FINANCIAL POSITION

C. FINANCE AND ADMINISTRATION: NOTES

• Total assets increased by 12.8%.

• Cash equivalents increased by 16%( surplus).

• Included in current liabilities is R2.6 mil deffered government subsidy, to be budgeted in the following financial year.

• Financial position of council is positive.

C. FINANCE AND ADMINISTRATION:STATEMENT OF COMPREHENSIVE INCOME


• Revenue increased by 5% (registration fees).• R10.5 mil of R13.1 mil was spent on CPTD .• Unspent funds deferred to the following year.• Planned surplus of R11.8 mil was for the purchase of the building.• Purchase price settled in June 2015 when SACE took over

ownership of the property; and• Provincial offices opened in two provinces(KZN and FS).• Council is considering opening the remaining six in 2016/17

financial year.

C. FINANCE AND ADMINISTRATION:STATEMENT OF CASH FLOWS


• Net cash from operations decreased by 20%.

• There was an increase in cash paid to suppliers.

• Reduction in surplus for( note 14).

• Additions to plant and equipment is R0.4mil which represent 34.6% decrease.

• Total cash at year end is R81 mil (14.5% increase).

C. AUDITORS REPORT

• Procurement and contract management Policy has been updated to include the referred declarations

• Internal control• Tracking of non paying educators(membership)

Enforcement of up to date financial record before further service to the educator

The system has been improved to that level

• Educators paying membership but not registered with council

Registering them and sending them letters demanding outstanding requirements

• Monitoring of processes The CFO will finalize all compliance related transactions

D. REGISTRATION

KEY PERFORMANCE INDICATOR

ACTUAL ACHIEVEMENT 2013/2014

PLANNED TARGET 2014/2015

ACTUAL ACHIEVEMENT 2014/2015

DEVIATION FORM PLANNED TARGET TO ACTUAL ACHIEVEMENT 2014/2015

COMMENT ON DEVIATIONS

Number of Registered educators

25 314 26 000 29 483 3 483 above target More than predicted number

Number of registration documents updated

30 517 25 000 39 296 14 296 above target More updates were processed than anticipated.

D. REGISTRATION (APRIL 2015 – 30 JUNE 2015) CONT…

QUARTERLY TARGETS 2015/16

Performance Indicators Target for 2015 as per APP

1st quarter target as per APP

1St quarter actual output validated

Deviation of planned targets

1. Number of educators registered in the reporting period including on-line registrations.

20 000 (or 80% of applications)

3 000 8 453 5453 more than the target, this is due to the delays in Post Office strike and promotional bulletins that were released by different provinces.

2. Number of registrations updated in the reporting period.

30 000 (or 80% of applications)

6 000 10 706

4706 over the expected target.

3. Vetting and verification (new applicants)

50 0000 9 000 0 see narrative

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D.REGISTRATION: JULY 2015 PROVINCIAL CONTRIBUTIONS: SACE CONT….

JULY 2015 PROVINCIAL CONTRIBUTIONSSOUTH AFRICAN COUNCIL FOR EDUCATORSFrom: 2015/07/01

To: 2015/07/31

Customer Province Subscription fee Amount Contributed Number of EducatorsPRONA NATIONAL DEPARTMENTS 10 161 710.00 16171PROV01 KWAZULU/NATAL 10 936 990.00 93699PROV02 EASTERN CAPE 10 563 170.00 56317PROV03 LIMPOPO 10 534 610.00 53461PROV04 GAUTENG 10 636 150.00 63615PROV05 NORTH WEST 10 269 430.00 26943PROV06 WESTERN CAPE 10 310 550.00 31055PROV07 FREESTATE 10 221 730.00 22173PROV08 MPUMALANGA 10 342 610.00 34261PROV09 NORTHERN CAPE 10 94 090.00 9409Total 4 071 040.00 407104

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D. REGISTRATION NARRATIVE (a) Vetting and verification is a new target for this financial year. The first term was dedicated into:

• Cleaning the database; • Setting up meetings with different stakeholders that will assist in ensuring that the process

goes smoothly;• Meetings were done with DBE,DSD and Justice;• More meetings are set with DHET, and Provincial Departments

In the second term:All new applicants will be vetted and all their qualifications verified

(b) Registration to date provisional stats• FULL REGISTRTAION: 589 267• PROVISIONAL: 98 339 (20 287 foreign educators)• INCOMPLETE: 20 287• TOTAL ON DATA BASE: 707 893• FEE PAYING: 407 104

Data clean –up receiving attention.

( c ) Application form being updated.

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D. REGISTRATION CONT….

• Certificates within 7 working days of office receiving applications;

• At least 80% of all applications to be finalized annually;

• All educators to be vetted and all qualifications verified in the 5 year period;

• Validation, categorization of register to be completed;

• SACE and PDE’s collaborate on registration status and standing of educators (current and new);

• Implementation of “fit to teach” hearings; GOALFully categorized, validated and current data base.

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E. ETHICS

Programme Name

ETHICS

Key Performance indicators

Actual Achievement

2013/2014

Planned Target

2014/2015

Actual Achievement

2014/2015

Deviation from planned target to actual achievement for 2014/2015

Comment on deviations

Number of concluded cases as measured against the number of cases received for the year.

Actual number of cases finalised

340

Expected number of cases to be finalised including the 283 carried over from 2013

869

Actual number of cases finalised including those carried over from 2013

647

While it was expected that a total of 869 cases would be finalised, a total number of 647 cases were actually finalised.

A total of 222 cases could not be finalised and would be carried over into the next financial year. More officials trained to achieve 80% forecast.

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:

35 000

Actual number of educators and stakeholders workshopped on the code of professional ethics:

5786

29 214 educators and stake holders could not be workshopped physically as anticipated. However; many radio interviews were conducted across the various radio stations.

Owing to lack of sufficient personnel, workshops could not be conducted physically as anticipated. Budget allocation to increase to reach wider audience.

E. ETHICS CONT.. ( 1 APRIL 2015 TO 30 JUNE 2015)

QUARTERLY TARGETS 2015/16

Performance Indicators Target for 2015 as per APP

1st quarter target as per APP 1st Quarter actual output validated Deviation of planned targets

Outreach Target 15 000 5000 Actual number of educators conscientise on the code: 241

99% below target.

Case Management 700 200 / or 80% of cases

86 or 135 cases processed

11% below target.

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E. ETHICS CONT..3. ETHICS:• All complaints to be processed within a three month cycle;

• At least 80% of all complaints to be finalized annually;

• SACE code and procedures to be updated annually;

• Intensive Outreach to reduce breaches of Code;

• SACE and PDE’s exchange information regularly on complaints received, processes outcomes;

• Publishing of names of educators struck off;

• Emphases on: follow up of sanctions; victim support; panel expertise; regulation of legal representation; and double checking of cases withdrawn in coming year

GOALPDE’s and SACE to produce consolidated stats.

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E. ETHICS CONT….

(a) Much advocacy was done through the following radio stations: Ikwekwezi FM, Thobela FM, Energy FM, Lesedi FM, Motsweding FM, SAFM, Umhlobowenene FM, Ligwalagwala FM, Turf FM, Kaya FM, Power FM and SABC Africa Channel 3.Council to review outreach strategy.

(b) More hearings have been rolled over to into the next quarter and same goes for workshops on the Code of professional ethics.

( c) Advertisement and selections for more panellists, investigators, prosecutors and presiding officers.

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F. PROFESSIONAL DEVELOPMENTProgramme /Activity / Objective

Performance indicator Actual Achievement 2013/2014

Planned Target 2014/15

Actual Achievement 2014/15

Deviation from planned target to actual Achievement 2014/15

Comment on Deviations

Number of educators orientated and signed – up on the CPTD system

24 305 principals and deputy principals

46 788 Not achieved:

30 389 (64.95%) School Heads of Departments were orientated and signed-up for participation in the CPTD system from January 2015 onwards.

15 728 SACE experienced challenges with respect to funding. The first R4.5m was transferred to SACE in September 2015 and the remaining R4m was transferred only during mid-March 2015 towards the end of the financial year.

The CPTD system is not part of the strategic plan and annual performance plan of some of the Provincial Education Departments and therefore not budgeted for.

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F. PROFESSIONAL DEVELOPMENT CONT….

Programme /Activity / Objective






Inadequate communication from some authorities.

Number of educators participating in the 1st three year cycle of the CPTD system.

0 40 747 (principals and deputy principals)

Not achieved

8 620 (21%) principals and deputy principals reported their participation in type 1 (teacher initiated) professional development activities.

8 025 (19.69%) principals and deputy principals reported their participation in type 2 (school initiated) PD activities.

32 127 (type 1)

32 722 (type 2)

Low levels of reporting PD participation and points earned by principals and deputy principals to SACE.

Six provincial education departments and some providers did not submit their PD activities to SACE for endorsement, which resulted in principals and deputy not earning the PD points .

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F. PROFESSIONAL DEVELOPMENT CONT….Programme /Activity / Objective

Performance indicator






Financial constraints to heighten advocacy and communication.

Number of Professional DevelopmentProviders evaluated and approved

99 250 Not AchievedIn 2014/15, a total of 119 new provider applications were received by SACE. Only 113 providers received the SACE Approval status. Most of these providers are mainly located in Gauteng, Western Cape, Free State and North West but present their activities nationwide.

131 The projected number was not reached because of a low turn-over in submission of applications. The bulk of envisaged providers from HEI’s and PDE’s have not yet responded.

Number of professional development activities evaluated and endorsed.

245 550 436 114

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F. PROFESSIONAL DEVELOPMENT CONT….

Not Achieved In 2014/15 a total of 587 PD activities/programmes applications were received.463 PD activities / programmes received ENDORSEMENT Status.24 Activities received NOT ENDORSED status

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F. PROFESSIONAL DEVELOPMENT (1 APRIL 2015 TO 30 JUNE 2015) CONT…

Performance Indicators

Target for 2015 as per APP

1st Quarter Target as per APP

1st Quarter Actual Output Validated Deviation from Planned Targets

1. Number of educators orientated and signed-up for participation in the CPTD system.

2. Number of providers approved.

3. Number of professional development activities endorsed.

110 PL 1 secondary and combined school teachers.

200 or 80% of applications.

500 or 80% of applications.

10 000

0 (Bi –annual)

0 (Bi-annual)

18 332 PL1 Teachers

91 new providers were evaluated and approved.

The provider applications processed for approval were 97 during this quarter and this resulted in the following:

Total number of providers approved = 91

Total number of providers not approved= 06

243 Endorsed PD Activities

Positive deviation by 8 332

91 Indicating progress made to date. Actual reporting against the Bi-annual target will be done in the next quarter

243Indicating progress made to date. Actual reporting against the Bi-annual target will be done in the next quarter.

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F. PROFESSIONAL DEVELOPMENT CONT..PROFESSIONAL DEVELOPMENT:• All educators to be participating in Continuing Professional Development activities by end of five

year period;• At least 80% of approval and endorsement requests processed within 3 months;• Professional standards, induction methodology and designations to be established and

operationalized within the five year period;• SACE’s research agenda to be broadened to complement national efforts re educational and

professional matters;• PDE’s to update SACE on PD provisioning and uptake;• SACE and DBE’s to collaborate re:

- Appropriate provisioning;- Information sharing;- Advocacy;- Orientation; and- Needs determination;- Monitoring of uptake, provisioning and impact.- Simplification of model including services of principals.

GOALEnsure all educators are participating in relevant CPTD activities and programmes throughout their career.

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F. PROFESSIONAL DEVELOPMENT CPTD SYSTEM IMPLEMENTATION STATUS AT GLANCE IN THE LAST 2 YEARS

2013/14• 30 871 (88.80%)

Principals and Deputy Principals orientated and signed-up for participation in the CPTD system

• Administered Principals and Deputy Principals Needs Identification Questionnaire

• 21 233 School Signed-up –reporting educators’ participation in PD activities, monitoring school PD uptake

• 69 Approved Providers• 322 Endorsed PD

Activities

2014/15• Principals / Deputy

Principals – 1st year of the three year cycle (2014-2016)

• Principals and Deputies Reporting on PD Uptake (Analysis)

• Principals and Deputy Principals Needs Analysis Report Released:• Providing Leadership,

Mentoring, Support and Development to Staff (12701)

• Financial Management (12 412)

• Policy Development and implementation (10394)

• Managing Quality of Teaching and Learning (Curriculum) – (7340)

• Managing staff appraisal and Development (IQMS & SPMDS) - 7125

• 31 777 HODs (67.92%) - CPTD Orientation and Sign-up in preparation for their 1st three year cycle (2015 – 2017)

• Administered 13 232 HODs needs analysis questionnaires

• 198 Approved Providers• 484 Endorsed PD

Activities

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F. PD PROGRESS ON THE 2015/16 CPTD SYSTEM TARGETS CONT…

2015/16 TARGETS PROGRESS TO DATE

Sign-up and Orientation of 110 000 PL1 teachers in secondary and combined schools

29 093 PL1 Teachers signed-up electronically as at 3 August 2015CPTD Orientation Sessions started in the Western Cape Province and other provinces will be starting from August onwards

Sign-up of 7000 final year student teachers from 2nd quarter onwards

Planning through HESA EDF, PTEDCs502 student teachers orientated and signed-up for the CPTD system

50% of the signed-up principals, deputy principals, HODs participating in the CPTD system

23% Professional Development uptake and reporting by the signed-up principals, deputy principals and HODs

200 approved providers 98 Approved providers

500 endorsed PD activities 243 Endorsed PD activities 6 Not Endorsed

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F. PROFESSIONAL DEVELOPMENT NARRATIVE

Number of signed-up principals, deputy principals and HODs undertaking PD activities / Programmes Principals, Deputy Principals are in their 2nd year of the three year cycle and had 3 reporting periods from January 2014 to date. The HODs are in their 1st year of the three year cycle and 1st reporting period from January 2015 to date.There is generally low level of reporting Professional Development Uptake by teachers (principals, deputy principals and HODs, schools and providers due to:

• Low level of CPTD advocacy• Attitudes towards professional development, especially from the aging teaching cohort• Culture of Professional Development not existing in most of the schools visited• Providers that are not SACE Approved• Providers that have not yet submitted their Professional Development Activities / Programmes for Endorsement and

allocation of PD Points. • Time for professional development• Funding • Minimum intake numbers by the private providers

Research Project underway to analyse the PD provisioning and uptake by the 2 cohorts (principals and deputy principals and HODs) and the extent at which they are responding to the national/provincial priorities. SACE is liaising with all PEDs, District Offices, PDIs, DTDCs, E-Learning Centres, Teacher Unions, other stakeholders on PD Uptake and Reporting .

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F. PROFESSIONAL STANDARDS

Programme Purpose: Working collaboratively with stakeholders and partners in setting, upholding and monitoring professional standards to enhance teacher professionalization. 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.

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1st Quarter Target as per

APP

1st Quarter Actual Output Validated Deviation from Planned Targets

Set and implement professional standards.

Report is produced on the consultative process on the standards for entry into the teaching profession.

Progress Report (Annual Target)

Work in progress (See Narrative Part)

1. Number of newly qualified educators being awarded professional designation status.

Recognition of SACE as a Professional Council by SAQA.

Progress report (Annual Target)

Work in Progress (See Narrative Part)

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F. PROFESSIONAL STANDARDS cont….

NARRATIVE•Set and implement professional standards.•Final Draft Teacher Professionalization discussion paper has been developed and presented to the SACE Council structures. •On the basis on this discussion paper, full scale Teacher Professionalization research is underway looking at the broader literature review, interviews and focused group sessions with stakeholders and employers, and looking at the broader implementation implications for SACE and the profession and education sector as a whole. •A paper on the Role of SACE in Enhancing Teacher Professionalization in SA” was presented by the SACE Professional Development and Research Division at the African Forum for the Teaching Regulatory Authorities International Conference on 10 June 2015 in Namibia. This conference was attended by the teaching regulatory officials and partners from Namibia, South Africa, Nigeria, Lesotho, Angola, Zambia, Ghana, and Uganda. The paper presentation assisted in:

• Inputs, ideas and feedback received from member countries• Lessons from the Namibian Education Ministry on its existing Teacher Professional Standards and ongoing collaboration and

exchange of information and ideas• Follow-up visits to SACE by Namibian Education Ministry and Zambian Teaching Council on collaboration on the Professional

Standards and Professional Development

F. PROFESSIONAL RESEARCH



1st Quarter Target as per APP

1st Quarter Actual Output Validated

Deviation from Planned Target

1.The number of research reports produced.

6National Report on the utilisation of the SACE research by internal and external stakeholders.

Progress Report Work in Progress (See Narrative Below)

-

2.Number of professional magazines/journals produced.

2 Progress report. Work in Progress (See Narrative Below)

-

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F. PROFESSIONAL RESEARCH

Professional Designation The NQF Act (2008) requires that both statutory and non-statutory professional bodies be recognized by the South African Qualifications Authority (SAQA). Part of that recognition process and criteria requires that professional bodies develop the professional designations which will be registered on the National Qualifications Framework (NQF). Against this background, SACE has commenced an application process with the support of SAQA. A SACE report responding to the professional bodies recognition criteria is being drafted. In line with this, SACE is discussing the 1st draft report with SAQA for further guidance and support.The Teacher Professionalisation research being conducted SACE, will also incorporate the teacher professional designation issues.

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G. RESEARCH







The number of research projects under taken in line with SACE research policy and priorities.

4 9 5 4 Inadequate internal capacity in terms of human resource. The research sub-division was without staff for a period of six months due to resignation.

The number of newly identified concept documents developed on teacher education and development matters.

Achieved 2 Achieved - -

The number of policy and research publications produced and disseminated

Achieved 8 Achieved - -

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G. RESEARCH CONT….







The number of reports produced on the state of the teaching profession.

Not achieved 2 Achieved - -

Publications - 2 Achieved - -

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G. PROFESSIONAL RESEARCH NARRATIVE

(a) The number of research reports produced

SACE has a five year research policy that is driving its research agenda, scope and priorities. The research being conducted is responding, largely to this policy. In this section we briefly outline the 2015/16 professional research projects and progress made in this reporting period:

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RESEARCH PROJECT SUMMARY PROGRESS

HODs Needs Analysis 14 129 HODs completed the needs identification questionnaires during the CPTD orientation and sign-up processes across the 9 provinces in the previous financial year. The data has already been captured in the previous financial year as well

Analysis of captured data in progress currently with the ultimate goal of producing the HODs needs analysis report by the end of the year (2015)

Administering the Needs of the Post Level 1 Educators Just like the needs identification process followed with the principals, deputy principals and HODs, the same process will be followed with the Post Level 1 Teachers during the 2015/16 CPTD orientation and sign-up sessions and processes.

PL1 Teachers needs identification Questionnaires have been developed and printed. They are also available on the SACE website. The process of administering the questionnaires will take place through the CPTD orientation and sign-up process when the schools re-open in July 2015.

G. PROFESSIONAL RESEARCH NARRATIVE CONT..

HODs CPTD Sign-Up Data Analysis (HODs Profile) Over 32 000 HODs signed-up for participation in the CPTD system by the end of the 2014/15 financial year. This data will be analysed for purposes of understanding and informing the teacher supply and demand issues in the DHET / size and shape of the HODs and teacher profile project in the DBE.

Data clean-up is in progress with the support of the VVOB. This will be followed by the analysis from the third quarter.

Finalising the Principals and Deputy Principals CPTD Sign-Up Data Analysis (Principals and Deputy Principals Profile)

Same as above. The draft report is available. However, it will be revised on the basis of the data clean-up process

Professional Development provisioning and uptake by principals, deputy principals and HODs

The principals, deputy principals and HODs are currently participating in a three year CPTD cycle. Part of their three year CPTD cycle involves recording and reporting their participation in the three types of Professional Development. Currently the reporting levels are low and some of the PEDs have not yet submitted their PD activities for endorsement so that the teachers can begin to earn the PD Points from them.

The research project has not commenced as yet.

Teacher Professionalisation Research (Linkages with Programme 2 on Professional Standards)

Most the work for this research project is done through programme 2.

Literature review, document analysis, interviews and focused group sessions taking place in the next quarter.

Comparative study on national professional councils and international teaching regulatory authorities

SACE is repositioning itself to professionalise and regulate the teaching profession effectively. Part of the research project involves learning experiences / best practices from the other teaching councils, other professional councils and public entities of similar nature.

Desktop research in progress, this will be followed by visits to a limited number of national professional councils and public entities of the similar nature.

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THANK YOU

DANKIE

SIYABONGA

REYALEBOHA

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the portfolio committee on basic education 14 october 2015 cape town – parliament

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