Report on Progress Towards a New, Strengthened, Integrated Plan for Teacher Education and Development in South Africa Portfolio Committee on Higher Education and Training 12 May 2010

National Teacher Development Summit held in July Joint Summit Declaration called for the development of a new, strengthened, integrated Plan for teacher education and development in South Africa. Management structures and processes were put in place to develop the Plan. Progress report was submitted to Ministers in October 2009 The first formal report on the Plan submitted to the Teacher Development Advisory and Steering Committees on 31 March Background

Organisational structure for developing plan SECRETARIAT Advisory Committee Teacher Development Steering Committee Working Group 1 Working Group 2 Working Group 4 Working Group 3 New, strengthened, integrated national plan for teacher development Output HEDCOM CEM CTU-SADTUCTU-ITUELRCSACE ETDP-SETA DoE

Working GroupArea of Work (Declaration Statements) Institutional Arrangements Strengthening the system to provide quality teacher education and development – e.g. explore opening colleges; strengthening existing HEI provisioning; alternative models (3.4.1 and 3.4.2) Needs and Programmes Appraisal for identifying development needs; recognition of competence; recognition of prior learning; quality programmes to meet needs (3.2 and to 3.4.6) Support Structures Streamlined and strengthened DoE, PED and district structures to support teacher development (3.3.3 and 3.3.4) Priorities and Funding Identify all existing funding streams; examining current bursary and loan schemes; propose mechanisms to improve, streamline and enable national coordination of funding; identify system priorities (3.3.1, and 3.3.5)

TD Plan report 31 March 2010 The report is divided into four sections focusing on work related to each of the four technical working groups Each section provides an overview of the work done and specific recommendations for the overall plan, supported by evidence Main recommendations include: – Integrated institutional landscape with increased capacity to provide initial teachers and support for continuing professional development – ICT based system for identifying teacher needs and enabling access to quality PD opportunities

An integrated Plan An integrated TD Plan is being developed using the reports The Plan will – provide a 20 – 30 year vision with clear mechanisms for achieving this in 3 – 5 year cycles (nested plan) – include the focused and prioritised use of all funding currently in the system and – be used as the basis for MTEF Bids for any additional funding required to ensure full implementation

Key recommendations for the integrated long term plan The recommended model provides an integrated institutional framework bringing together all aspects related to the Plan, including the production of new teachers, support for existing teachers and managers to develop their core professional capabilities, and the means for coordination The model deals directly with the issue of strengthening the current system, opening colleges where appropriate and ensuring a coordinated response to teacher development needs

Elements underpinning the recommendations teaching is promoted as a graduate profession (following the NPFTED) continuing professional development seen as a key responsibility of individual teachers and managed through a SACE maintained and managed Continuing Professional Teacher Development (CPTD) System the model builds on existing structures – builds from the real to the ideal the recommendations are evidence based drawing on international and local research

Key principles that inform the institutional model and plan Enhanced capacity and capability Improved quality Increased access Equity Integration, coordination and effectiveness Relevance Viability

SACE CPTD-MS SACE endorsed CPD providers The recommended institutional model National Level Provincial Level District Level DHET DBE NCPD TEIs TSs PEDs PTDI PTDCC PPSs DTDC NTEDC

Benefits of the proposed model integrated planning at national, provincial and district levels; better coordination; improved monitoring; better quality and better focused provision; increased HET capacity for qualification programmes; increased access to teacher education qualifications and short CPD programmes, especially for teachers and potential teachers in rural areas; greater use of economies of scale; streamlined procedures; intensified use of existing high quality programmes and materials; and improved and more focused funding mechanisms.

Where to … By June 2010 a single, fully integrated and fully-costed draft national plan for teacher education and development will be ready for approval MTEF bids to Treasury in order to secure additional funds required for implementing the Plan during the 2011/12 – 2015/16 period will be submitted by end of June The draft report should be circulated by the principals of all stakeholder groups to their members for input and constructive critique. Stakeholder groups should create forums where the recommendations can be explored. A national round table to discuss the plan with all stakeholders will be held on 8 June before finalising the plan From July 2010 provincial workshops will be held to ensure broad based understanding and buy in