1. SACE PRESENTATION TO PORTFOLIO COMMITTEE ON BASIC EDUCATION 18 AUGUST 2015 1

2. PAGE Invitation3- 4 Strategic plan & APP Highlight5 General SACE Status6 - 10 Finance 11 - 16 SACE Registration17 - 20 SACE Ethics 21 - 24 Professional Development and Research report25 – 37 Outreach and Advocacy38 - 39 SACE Registration Form Annexure 2 CONTENTS

3. INVITATION 3

4. 4

5. A. Strategic Plan and Annual Performance Plan -SACE and DBE have agreed to fine-tune S/Plan and APP’s prior to submission and to forward advance copies to portfolio Committee. -Departmental experts assisting SACE on S/Plans, APP’s,Quarterly and Annual reporting. -New S/Plan and APP’s in draft stages – Council – DBE – Council – Portfolio Committee. -Vigilance for adherence to National Development Plans (NDP) and Action Plan to 2030. 5

6. B. GENERAL SACE STATUS 6 1.FINANCE AND ADMIN  R10 per educator per month levies, Registration fees and Department (DBE) grant for R9m per annum guaranteed till 2017/18 years (approx.) revenue of R60m p.a.  DBE funding to be negotiated for minimising period and top-ups.  Projected levy increase of 50% in 5 year term.  SACE premises purchased (R60m) and two Provincial offices have been established (KZN & FREE STATE). Other provincial offices within two years.  SACE current staff complement (100 approx.) Resource persons (100 approx.).  PDE’s and SACE collaboration on payment of levies and fines. ICT Audit underway to ensure all registered teachers are paying levies.  PPE’s and SACE collaborate to round-up unregistered educators. Prognosis: SACE project sustainable at an enhanced level for the five year period 2015/16 to 2019/20.

7. GENERAL SACE STATUS CONT.. 2.REGISTRATION:  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; GOAL Fully categorized, validated and current data base. 7

8. GENERAL SACE STATUS 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 GOAL PDE’s and SACE to produce consolidated stats. 8

9. GENERAL SACE STATUS CONT.. 4.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. GOAL Ensure all educators are participating in relevant CPTD activities and programmes throughout their career. 9

10. GENERAL SACE STATUS CONT.. 5.OUTREACH:  SACE call centre and assistance facility operational;  Regular meetings with National and Provincial Stakeholders;  Electronic facilities viz Facebook, twitter, e-mails and telephone for communication purposes functional;  Regular publications and updates on Website affected;  Electronic and print media interactions facilitated;  SACE addresses conference, imbizos and seminars;  International profile: -Member of the International Forum of Teacher Regulatory Authorities (IFTRA) and; -CEO is President of the African Forum for Teacher Regulatory Authorities (AFTRA). -SACE facilitates annual programmes to appreciate and support teachers. GOAL Increase SACE visibility. 10

11. 1.FINANCE : REVENUE 2015.06.30 Source of Revenueannual budgetbudget 30.06.2015Actual 30.06.2015varience R'000 Registration fees 4,8001,2001,323-123 Subscription fees 52,08013,02012,467553 Reprints of certificates 400100377-277 Interest receivable 768192318-126 CPTD Subsidy 11,5572,889 0 Sundry income 200500941 TOTAL REVENUE69,80517,45117,38369

12. 1.1 EXPENDITURE 2015.06.30 annual budget budget 30.06.2015 Actual 30.06.2015 Varience R'000 Registration1,500375123252 Professional Development12,5573,1391,1901,949 Code of conduct2,00050041684 Publicity and Communication2,000500138362 Staff cost32,1828,0467,256789 Office rental2,013 0 provicial office reserve1,421355480-125 Others16,1324,0332,4061,628 Total69,80518,96114,0214,939

13. 1.2 VARIENCES: REVENUE Subsidy of R8.9 million for CPTD was transferred within this first quarter; Under collection of subscription income which resulted in R69 000 under performance; The council has put in place new measures in place to improve revenue collection to be effective from 01.09.2015.

14. 1.3 VARIENCES: EXPENDITURE Council operated within the budget; Council is monitoring possible under performance against financial performance; Details of performance levels are clarified in operational sections.

15. 1.4 SACE ACQUISITION OF BUILDING The Council considered the rental and purchase options of office space taking into account the future economic viability as follows: RENTAL (10% escalation)PURCHASE 2012/134 667 000price R60 978 738 2013/146 529 000Transfer cost R 141 616 2014/157 516 000 Projected 2015/168 2676 2016/179 094 360 2017/1810 003 796 2018/1911 004 176 2019/2012 104 593 TOTAL69 186 52561 120 354 Term8years3years savings full ownership of property. OwnershipNone 15

16. 1.5 SACE ACQUISITION OF BUILDING  The rental amount of 71/2 is equivalent to the purchase price today;  Purchase price was accumulated with a 3 year period;  No property after 8 years and had to continue paying rental for life;  The rental amount is directed towards service delivery after purchase of own building;  The rental escalation is high and not viable in long term;  Council can expand the office space should the need arise. The building has been purchased and the Council has taken full responsibility from the 1 st July 2015. Conditional fixtures such as repainting and demarcating are in progress. 16

17. 2. REGISTRATION Strategic objectiveProgramme performance indicator Audited Medium-term targets 2013/142014/152015/162016/172017/182018/192019/20 To register all qualified educators. Number of educators registered in the reporting period including on-line registrations. 25 31429 483 20 000 Number of registrations updated in the reporting period. 20 00039 29630 000 Vetting of educators and verification of qualifications --80 000 (or 25% of registered educators). 50 000 (or 80% of all new applications. 80 000 50 000 80 000 50 000 80 000 50 000 80 000 50 000 17 PROGRAMME PERFORMANCE INDICATORS AND ANNUAL TARGETS FOR 2015/16

18. REGISTRATION (APRIL 2015 – 30 JUNE 2015) Quarterly targets 2015/16 18 Performance IndicatorsTarget 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 0008 4535453 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 00010 706 4706 over the expected target. 3. Vetting and verification (new applicants) 50 0000 9 000 0 see narrative 4. Vetting and verification of already registered educators. 80 000 10 0000 see narrative

19. 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. (b)Application form being updated. 19

20. JULY 2015 PROVINCIAL CONTRIBUTIONS: SACE 20

21. Strategic objectiveProgramme performance indicator Audited Medium-term targets 2013/142014/152015/162016/172017/1 8 2018/192019/20 To maintain the ethical standards of the teaching profession. Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials. 10 0005 78615 00020 000 15 00010 000 The number of concluded cases as measured against the number of cases received for the year. 600647700 600500400 343869720 (or 80% of all cases received within a 3 month cycle). 740600400300 3. ETHICS 21 PROGRAMME PERFORMANCE INDICATORS AND ANNUAL TARGETS 2015/16

22. ETHICS cont.. ( 1 APRIL 2015 TO 30 JUNE 2015) Quarterly Targets 2015/16 Performance Indicators Target for 2015 as per APP 1 st quarter target as per APP1 st Quarter actual output validated Deviation of planned targets 1.Outreach Target 15 0005000Actual number of educators conscientise on the code: 241 99% below target. 2. Case Management 700200 / or 80% of cases 86 or 135 cases processed 11% below target. Finalized investigations : 12 Finalized disciplinary hearings: 09 Finalized meditations: 01 Advisory letters sent: 57 Referrals to other institutions: 07 TOTAL 86 22

23. Programme performance indicatorsReporting period Annual target 2015/16 Quarterly targets 1 st 2 nd 3 rd 4 th Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials. Quarterly15 0005 000 2 500 The number of concluded cases as measured against the number of cases received for the year. Total number of cases received per year. Quarterly 700200 or 80% of the complaints received per quarter. 200 100 Total number of cases to be finalized per year. 720120 300 200 100 ETHICS cont… 23 QUARTERLY TARGETS FOR 2015/16

24. ETHICS NARRATIVE (a ) A lot of 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 stratergy. (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. 24

25. 4. PROFESSIONAL DEVELOPMENT 4.1 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 – 1 st 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 1 st three year cycle (2015 – 2017) Administered 13 232 HODs needs analysis questionnaires 198 Approved Providers 484 Endorsed PD Activities 25

26. PROGRESS ON THE 2015/16 CPTD SYSTEM TARGETS 2015/16 TARGETSPROGRESS 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 2015 CPTD 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 2 nd quarter onwards Planning through HESA EDF, PTEDCs 502 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 providers98 Approved providers 500 endorsed PD activities243 Endorsed PD activities 6 Not Endorsed 26

27. PROFESSIONAL DEVELOPMENT (1 APRIL 2015 TO 30 JUNE 2015) Performance Indicators Target for 2015 as per APP 1 st Quarter Target as per APP 1 st Quarter Actual Output ValidatedDeviation from Planned Targets 1.Number of educator s orientat ed and signed- up for participa tion in the CPTD system. 110 PL 1 secondary and combined school teachers. 10 000 18 332 PL1 TeachersPositive deviation by 8 332 27

28. 2. Number of signed-up principals, deputy principals and HODs undertaking PD activities/ programmes. 55% of signed-up principals, deputy principals and HOD’S 0 (Bi-Annual) 0All signed-up Principals, Deputy Principals and HODs report their professional development uptake to SACE twice a year (end June and end November). Analysis of the submitted PD participation reports will be done in the next report. 3. Number of providers approved. 200 or 80% of applications. 0 (Bi-Annual) 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 91 Indicating progress made to date. Actual reporting against the Bi- annual target will be done in the next quarter. 4. Number of professional development activities endorsed. 500 or 80% of applications. 0 (Bi-Annual) 243 Endorsed PD Activities243 Indicating progress made to date. Actual reporting against the Bi- annual target will be done in the next quarter. 28

29. PD NARRATIVE Number of signed-up principals, deputy principals and HODs undertaking PD activities / Programmes Principals, Deputy Principals are in their 2 nd year of the three year cycle and had 3 reporting periods from January 2014 to date. The HODs are in their 1 st year of the three year cycle and 1 st 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. 29

30. 4.2 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. 30 Performance Indicators Target for 2015 as per APP 1 st Quarter Target as per APP 1 st Quarter Actual Output ValidatedDeviation 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)

31. 31 1.Number of newly qualified educator s being awarded professio nal designati on status. Recognition of SACE as a Professional Council by SAQA. Progress report (Annual Target) Work in Progress (See Narrative Part) NARRATIVE Set and implement professional standards. Final Draft Teacher Professionalisation discussion paper has been developed and presented to the SACE Council structures. On the basis on this discussion paper, full scale Teacher Professionalisation 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 Professionalisation 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

32. 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 1 st draft report with SAQA for further guidance and support. The Teacher Professionalisation research being conducted SACE, will also incorporate the teacher professional designation issues. 32

33. 4.3 PROFESSIONAL RESEARCH Performance Indicators Target for 2015 as per APP 1 st Quarter Target as per APP 1 st Quarter Actual Output ValidatedDeviation from Planned Target 1.The number of research reports produced. 6 National 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/jour nals produced. 2Progress report. Work in Progress (See Narrative Below) 33

34. 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: 34 RESEARCH PROJECTSUMMARYPROGRESS HODs Needs Analysis14 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 EducatorsJust 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.

35. 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. 35

36. PROFESSIONAL RESEARCH NARRATIVE cont.. Finalisation of the Research project on the Five Year Analysis of the educator misconduct cases referred to SACE This research project has been carried over from the previous financial year. Data analysis and the qualitative aspects of the research are in progress. This will be followed by the report writing. Follow-up Provider Capacity ResearchThe initial provider capacity research was conducted at the initial stages of phasing-in the implementation of the CPTD system. The findings indicated low levels of providers in most of the provinces. Most of the professional development providers are concentrated in Gauteng, Western Cape and Kwazulu-Natal. SACE has advocated the process of approving the providers and endorsing their PD activities. Provider forums are held in provinces on an ongoing basis to advocate the CPTD system and support providers in developing programmes and submitting their approval applications effectively. There is a need for a follow-up provider capacity research project given the fact that the PL1 Teachers will be starting to participate in their three year CPTD cycle from January 2015. The research project will start in the next quarter. 36

37. PROFESSIONAL RESEARCH NARRATIVE cont.. Teachers’ reflections on the implementation of CAPS.This is part of research to understand teaching as a professional practice. This research project will also start in the next quarter. 37 (b) Number of professional magazines/journals produced A number of articles have already been collected on the 1 st edition of the SACE professional magazine for 2015.

38. 5.OUTREACH AND ADVOCACY 5.1 2014/15 1.National Stakeholders -Jan 2014: SOSHANGUVE -May 2014: NORTH WEST (2 Districts) -August 2014: BOTSHABELO FREE STATE (Approx. 3000) 2.Meetings with Teacher Unions and participating in their functions. - 13 Engagements – approx. 6000 teachers 3. Meetings with all PDE’s, principals Ass, Governing bodies Ass, 4 universities, Educational Bodies. 4. International : - AFTRA Board meeting (April 2014 – Namibia) - IFTRA Conference (Nov 2014 – Toronto) 5. Media: Interacted with 12 radio stations and held 2 media conferences. 6. Social Media: Website, Facebook and Twitter. 38

39. 5.OUTREACH AND ADVOCACY 5.2 2015 / 2016 1. STAKEHOLDERS: -5 engagements: OFS and Teacher unions. 2. INTERNATIONAL: -AFTA roundtable and conference (June – Windhoek) 3. ELECTRONIC / MEDIA ACTIVITY: -+_ 3000 Interactions 4. CALL CENTRE: -Approx. 1 800 calls per week. 39