Presentation

Report
Foundational Learning
Technical Task Team (FLTTT)
HRD Summit
Moeketsi Letseka: Chairperson
Foundational Learning Scope
• Includes Early Childhood Development
• All phases of general schooling
• A component in lifelong acquisition of
knowledge, skills, competencies
necessary for economic & social
contribution to self & society
2
FLTTT: Defining the Problem
• HRD COMMITMENT THREE:
• We will ensure improved universal access to quality
basic education and schooling (up to Grade 12) that is
purposefully focused on:
– (a) achieving a dramatic improvement in the education
outcomes for the poor;
– (b) equipping learners with optimal capacity for good
citizenship; and
– (c) the pursuit of post-school vocational education and
training or employment
3
FLTTT: Sketching the Problem
• Strategic Priority 3.1
– To ensure equity in education outputs and
learning outcomes;
• Strategic Priority 3.2
– To ensure that education outcomes promote
values consistent with good citizenship and
provisions of the Constitution;
4
FLTTT: Sketching the Problem
• Strategic Priority 3.3
– To improve learner performance and the
quality of education in the schooling system
• Strategic Priority 3.4
– To expand age-appropriate participation in
ECD
5
FLTTT: Sketching the Problem
• Strategic Priority 3.5
– To improve % pass rate in Grade 12 and to
ensure the profile of passes speaks to the
country’s socio-economic imperatives;
• Strategic Priority 3.6
– To ensure all learners, especially the poor,
access health-promoting interventions that
aim at removing barriers to learning
6
4 key areas aligned to
NDP education priorities
(Ch9)
• Early Childhood Development
• Teacher performance
improvement & standardisation
• School management &
leadership
• District management &
leadership
2 leverage points
with most potential
for impact
• Teacher performance
improvement &
standardisation
• District management &
leadership
7
ENGAGEMENTS
• 17 meetings
• Presentations on
– diagnostics, reviews,
reports, plans, accords
• From
– Institutions that support to
schools,
that provide leadership
training
– Implementers
– Stakeholders
RESEARCH
• Professional
standards for
teaching
– Content
– Implementation
options
– Entry teachers &
promotional posts
• District capacity to
support schools
– Capacity
– Readiness to
implement new
Guidelines
8
Describing the System/ Identifying the Gaps
I.
ANA – Grade 9
o
Language 43% Maths 14%
II. Matric results
o
o
o
o
Steady improvement
2013 – 78.2%; 2012 – 73.9%;
2011 – 70.2%; 2010 – 67.8%; 2009 – 60.6%
Questions of quality
Drop out/ retention in schools
Maths & Science performance
III. University students’ dropout
o
o
o
50% drop out by 2nd year
5% completion by black & coloured students
Graduation rate:
15% undergraduates; 20% Masters;
12% Doctorates
9
Higher Education Participation rates by race, 2005-2011
•
•
•
•
•
Race
African
Coloured
Indian
White
2005
10%
12%
44%
51%
2006
11%
12%
44%
53%
2007
12%
12%
43%
54%
2008
13%
13%
45%
58%
2009
13%
14%
45%
58%
2010
14%
15%
46%
57%
2011
14%
14%
47%
57%
(Source: Council on Higher Education, 2013)
10
System currently in place
• DHET Policy on Minimum Requirements for Teacher
Education Qualifications (2011) (MRTEQ)
• Integrated Strategic Planning Framework for Teacher
Education & Development in SA 2011-2025 (ISPFTED)
• Policy for the Organisation, Roles & responsibilities of
the education Districts (DBE, 2011)
• DBE Action Plan to 2014
• DBE ECD Improvement Plan for Diagnostic Review
• National Education Evaluation & Development Unit
(NEEDU)
11
FL TTT Recommendations
• Draft
• FL TTT will engage stakeholder discussions on the
recommendations
• HRD Summit is an important consultative forum
12
Professionalisation of teaching:
INITIAL PROFESSIONAL EDUCATION OF TEACHERS
1. Professionalise process on selection, education,
registration, practice, placement
– Benchmark best practice and standards
– Quality assure (curriculum, education at HEI)
– Minimum skills and knowledge, criteria for registration,
promotions, placements (role of SACE)
2. Review status and progress in implementation of several
initiatives underway
3. Support the implementation of ISPFTED
13
Professionalisation of teaching:
DEVELOPING PROFESSIONAL STANDARDS
• For teachers and school management
– Various categories – knowledge; skills & practices;
ethics, values & attributes; leadership, community &
relationships; professional learning;
– Utilised for recruitment, pre-service, induction,
continuous development.
• For each phase of the school system
– Beginning teachers, and
– Promotional posts along the education career path
14
Professionalisation of teaching:
DEVELOPING PROFESSIONAL STANDARDS
• Application requires
– Accountability and culture
– Systemic solutions that work on changing the culture
of school systems, in terms of values, norms, skills,
practices and relationships
• A professional career path
– grades of pay based on tests of both content and
pedagogical ability
– Promotions within schools and to circuit, district levels
15
Professionalisation of teaching:
CONTINUOUS PROFESSIONAL DEVELOPMENT
1. Support implementation of ISPFTED 2011–2025,
– Monitor, support, resolve impediments through implementation
– Structures (NICPD, PTDIs) established and supported
2. Investigate & promote successful initiatives that develop
collaborative classroom practice
3. CPD intervention appropriate to performance stage of
school/ teacher
– Align expectations and incentives differentially
– Value appropriateness, relevance to priority programme needs
– Utilise proven delivery models
16
Accelerate implementation of District
policy for completion in three years
•
•
•
•
Determine resources needed.
Trial and phase transition model first.
Emphasis shift from compliance towards support.
Differentiate approach and timelines for Districts,
based on performance and requirements.
– Supply district offices and schools with competent
staff appointed on professionalised merit. Appoint
suitably skilled, experienced and willing expatriates, if
necessary.
17

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