REFLECTION
SAFEFE CONFERENCE 2008
Key note
The important factors
• Involvement of Ministry of Education
• Standards for economic Education
• Involvement HEI
• Adequate number of trainers
• Commitment and dedication – voluntary
involvement
• Now is the time!
Best practices across provinces
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Competition: Essay writing, Olympiad & Quizzes,
Debates linked to NCS (4)
Collaborative partnership between HEI, DoE, PDoE
and schools (3)
Adaptation of CEE material & development new
lessons, interactive materials, Book common activities
which teachers can use – standardisation of tasks(4)
Model for professional development including
alternatives like – Cluster workshop, Training sessions
Co faculty workshops(US faculty), Tutor and mentoring
programmes (4)
Best practices across provinces
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Provincial Centres/ Structures for Economic Education
Smaller training modules - flexibility
Bursaries awarded to BCM teachers
National workshops & cascading material
Documentation on achievement as well as processes
to promote EE
Raising awareness of economic education
Networking and interaction with US teachers
Mobile computer unit, Interactive whiteboards - 5
Interactive white boards (mobile) for facilitators of lessons; service up to
10 schools, make use of technology
Possible activities across provinces
align with SAFEFE objectives
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Recognise Teachers, BCM Teacher Awards, Incentives for
teachers such as certificates with SAFEFE, DoE and CEE logo
Promote economic education- Closing gaps more effective
SAFFE as catalyst, Convince the government of the
importance of the training of Economists –Collaboration
between Education Dept and HE
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Participate in CPTD: Continuing Professional Teachers
Development – use Alumni to give training, Cross-provincial
teacher training, Conducting more but shorter workshops,
common planning, SAFEFE should engage more on credit
bearing training from SETAS, Identify problems from teachers
Free Web site from SAFEFE to teachers to share LTSM
Economic lessons on national TV
Other Activities ?
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Establishment of Economics teacher associations at district &
provincial level
Integrating local & cultural practices into the training programmes
within context of learning outcomes (e.g. stokvels)
Study tours and exchange programmes
Assist with funding applications
Hold annual conferences
Help to develop centres in every province.
Create a central data base of existing programs, promote existing
programs through sponsorships to other provinces
Reflection of SAFEFE (Gp 5)
• Must SAFEFE focuses only on Economics/EMS or do it include all
BCM Subjects
• Should EMS training/competitions should only be based on
Economics concepts
• Should SAFEFE not have a bigger focus on material development
• What is the role, purpose, objectives of SAFEFE/EFESSA?
• What should the relationship be between SAFEFE and EFESSA?
• What should the relationship be between CEE, SAFEFE and
EFESSA?
• EFESSA a proposed teacher organisation
• SAFEFE non-profit section 21 company already through all the
legal procedures with financial support of mainly the UFS –
history and development will be circulated to all alumni.
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Question related to SAFEFE AND
EFESSA?
What is the relationship between SAFEFE and EFESSA?
Who appoints the board of directors of SAFEFE?
Are the board of directors paid officials?
Is Klopper self-appointed?
What do Klopper earn as SAFEFE Director, who pays his salary?
What is Elzmarie role?
Who pay Ina salary? Who have appointed Ina?
Who has final decision making power (SAFEFE or EFESSA?
Why is SAFEFE looking so “white” and “Free State controlled”
How do CEE Alumni become members of SAFEFE?
SAFEFE: As alumni of CEE TOT are we going to remain members
of SAFEFE
• What are alumni of CEE TOT future roles?
• Will alumni of CEE TOT attend annual meetings/conferences. Will
SAFEFE ?
• What is CEE paying and who are they paying?
Question related to SAFEFE AND
EFESSA?
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Can non-alumni of CEE TOT become a member of SAFEFE?
Can teachers present economic topics at EFESSA conference ? Who
will quality assure this papers
What establishments or associations have been establish in other
countries similar to SAFEFE/EFESSA? Good practices
Can SAFEFE operate without CEE Alumni?
Will EFESSA be affiliated to an teachers Union?
Do we need SAFEFE to have EFFASSA?
How many officials and which officials will be permanent employees,
how much will they get paid and who will decide their annual salary?
Will these employees be “elected” by alumni or who else will appoint
them?
Why should SAFEFE continue existing after the establishment of
EFESSA?
What does SAFEFE gain from CEE?
Can province have a direct contact/working relationship with CEE?
What is the role of SAFEFE if EFESSA is the one who will advocating
professional development?
Essential Issue
EFESSA
SAFEFE
CEE
Relationships, roles,
decision making
power, membership,
etc.
Essential questions
• Who is SAFEFE, who will achieve the vision, mission and strategic
objectives? What is SAFEFE support base?
• What is EFESSA?
• What is the relationship, differences between SAFEFE and
EFESSA? Do we need SAFEFE to have EFASSA? Who has final
decision making power (SAFEFE or EFESSA? Why should SAFEFE
continue existing after the establishment of EFESSA? Who appoints
the board of directors of SAFEFE?
• What are alumni of CEE TOT future roles in relation to SAFEFE and
EFESSA? Can non-alumni of CEE TOT become a member of
SAFEFE? Can SAFEFE operate without CEE Alumni?
• What is the role of CEE in relation to SAFEFE and EFESSA?
Way to address these
questions?
• SAFEFE reference team
• SAFEFE –office with 9 provincial coordinators
will address these issue and provide possible
answers or clarity on these issue in a written QA
document. The provincial coordinators will have
to facilitate the process to get input from all
participants on these issues. This document will
be circulate electronically all relevant role
players for input.
How can SAFEFE support Provinces (Gp 5)
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Development of training model and standard curriculum packages, look at
alternative to workshop model, Coordinate training programs of provinces,
Control mechanisms and support training activities in the provinces
Funding for training and workshops, Promoting financial self-reliance (e.g.
training, seed funding)
Networking - Helping provinces to develop a liaison between HEI’s and
Department, Provide More information, advocacy & training of senior
managers, Strengthen networking, unified lobbying & mutual support
Scripted curriculum – Identify team of experts to develop this and supply to
teachers on CD or place on internet
Facilitate inter-provincial communications and cooperation
Elect Provincial coordinators, Formal launch of SAFEFE in each province
and establish provincial branches
Rotation of SAFEFE activities in different provinces
Get lead teachers to attend CEE training
Allocation of venues
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Viewing Lounge – Free State
Warner/Karridene – KZN
Corner room – Western Cape
Board room –Gauteng
Foyer where tea is served- EC
2nd floor landing – Limpopo
3rd floor landing – North West
4th floor landing - Northern Cape
Balcony opposite room 101 - Mpumalanga
Issue for Provincial meetings:
FREE STATE
1. Election of officials to support SAFEFE:
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Provincial Coordinator (SAM MOTAUNG)
Deputy Provincial Coordinator (VIVIAN STADHAUER)
? If provinces would like to (K.S. MILONDZO)
(LINKY RAMBUDA)
(REGINA NHLAPO)
(LINKY SEFO)
Role of the network(alumni) to ensure effective
communication systems (feedback)
2.1 Communication – e-mail; sms, faxes.
Other issues for provincial
meetings
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Economic Education Activities planned for
the rest of 2009/2010
Teacher training workshops
Research – HEI
Competitions – Quiz/Olympiad
Provincial general meeting
Extra tuition – Economics gr.10-12
(Sept./October)
Winter and Spring classes for Gr.12 (HEI)
Other issues for provincial
meetings
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Provinces willingness participating in the
ABSA financial education programme –
teachers and community members: YES
Provinces or regions willing to participate in
a senior phase team quiz before end of
November 2009: YES
Participation in the Foundation Phase Arts
competition: YES