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
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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;
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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
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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
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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
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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
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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
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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)
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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)
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FL TTT Recommendations
• Draft
• FL TTT will engage stakeholder discussions on the
recommendations
• HRD Summit is an important consultative forum
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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
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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
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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
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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
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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.
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