Educator support at Buyani School, Finetown
In February 2004, community organizer and trainer Josie Adler asked SAIDE to assist with a
particular problem at Buyani Community School in the informal settlement of Finetown (south of
Johannesburg), a community that Josie has worked with for eighteen years.. Tessa Welch reports:
Josie Adler
Buyani obtained registration as an independent school in 1995 and receives an annual
grant from the Gauteng Department of Education (GDE), a grant without which it
cannot operate.
However, in July 2003, the GDE put out a notice stating that registration of a school
could be withdrawn if educators are not properly qualified. According to General Notice
2137 of 2003 (3) and (4), the Head of Department may refuse to register or withdraw
registration if:
a professionally qualified educator, registered with the South African Council of
Educators (SACE), will be employed in a full-time capacity as the principal of the
independent school…..
and
the school will employ educators who are in possession of professional teaching
qualifications and are registered with the South African Council of Educators.
This poses a problem because, as a community school in a former squatter camp, Buyani
employed people living in the community as educators. Of the ten teachers, three are
under-qualified and six are completely unqualified. The teachers have been attempting
to obtain qualifications through colleges and Rand Afrikaans University (RAU), some
since as far back as 1995. However, only one teacher obtained her diploma, and,
unfortunately, she passed away early in 2004.1 The other teachers chose programmes
with providers such as Lyceum/National Private Colleges, Azaliah College, and the
Bureau for In-Service Teacher Development (BITED), all of which closed before these
teachers were able to complete their upgrading – a non-productive, frustrating,
disempowering, and costly experience.
The problem is being approached in two ways:
1. An appeal to the GDE for a ‘stay of execution’ with regard to withdrawal of
registration.
2. A coordinated effort to ensure that the Buyani teachers become fully-qualified
and registered with the South African Council of Educators.
With professional support from Michelle Buchler (then employed by JET Education
Services) and attorney Moray Hathorn, Buyani presented a submission to the GDE for
the regulations applicable to registration and withdrawal of registration of schools to
provide for incremental development and incorporation of recognition of prior learning
(RPL).
SAIDE was asked to assist with the second effort, coordinating upgrading for the
teachers. The teachers needed a reliable accredited upgrading programme as well as
support to study successfully using distance education methods.
Although becoming qualified is important, it is not an end in itself. The qualification
should lead to professional growth. And, although professional growth for the
individual is important, it is far more effective if teachers in a school grow together and
can implement what they learn in a coordinated way in their school. Working as a group
also increases individual chances of success because collective support can be organized.
It was necessary therefore to get a critical mass of teachers enrolled on the same
programme so that they could be supported cost effectively and contribute to the
general improvement of practice in the school, rather than simply the achievement of
pass marks for courses with no relevance to or impact on classroom practice.
1
She has since been replaced by a qualified educator.
Buyani School
Background to Buyani School
In January 1986 homeless people squatting in Finetown organized a committee to resist their arrests,
eviction, and demolition of imikhukhu. By 1988, the committee had installed working water pumps and, in
1989, organized a crèche. More families came to live in Finetown.
Buyani was the first school in Finetown, and has fulfilled its role as a nurturing learning environment for
over 4,000 of the community’s young learners since 1991. In 1990, the committee made plans for schooling
Finetown’s children, assisted by the Principal of St Barnabas College. An old zinc mine building was
donated by Dorbyl, relocated from Boksburg and reconstructed by members of the community, with
technical advice from civil engineer Ron Heydenrych. A second-hand container given by Soroptomists
Highveld in 1995 met office administrative and storage requirements..
The school was started with four teachers. In 2004, ten teachers, two administration, and three support staff,
supported by parents, maintain a happy and energetic learning environment. The school also operates an
afternoon and Saturday Learning Centre and Library for all children in the community, and a Family
Mathematics, Science and Literacy programme running 20 workshops a year. Two coordinators and seven
facilitators are engaged for these important educational activities.
Funding from 1991 to 1994 was given by Genesis Foundation, Anglo American Chairman’s Fund, the
Wartenweiler, Niven, and Hagart Trusts.
In 1995, the school was proud to receive the recognition of the Gauteng Department of Education. It runs its
own yearly budget which includes the GDE grant, school fees (R100 per annum) and fundraising (from
selling school uniforms and tracksuits, plants and stationery, organizing film shows and cultural days,
outings and competitions).
In 1992, Finetown squatter camp was legalized as Finetown informal settlement. Two government schools,
Finetown Primary and Thuthukani, were opened, and others have opened since then. However, Buyani has
continued to have an enrolment of over 300 pupils each year – all in the Foundation Phase. There is a strong
governing body, with subcommittees for fundraising and development planning, and volunteer supporters
(Linda Behr and Josie Adler). Training is ongoing for the school community in leadership, governance,
budget planning and financial administration, writing mission statements and constitutions, policy
formulation, strategic review and planning, child abuse awareness and community security, and dealing
with HIV/AIDs, as well as educator training workshops in curriculum matters.
In 2003 Buyani Trust was registered and obtained non-profit organization status.
Plans are in hand to extend Buyani facilities to accommodate its existing and new programmes (community
computer centre and sports programmes) to continue to fulfil Buyani’s vision of educational development
and learning in the young community of Finetown.
Buyani Trustees
Step One: Analysis of situation
The first step was an audit of the teacher qualifications or part qualifications, and
current enrolment on upgrading programmes. We ascertained the REQV level of the
teachers, but we also found that three of the teachers were enrolled for the National
Professional Diploma in Education (NPDE), but on programmes which were not
accredited.
▪
Two teachers were enrolled on a programme for M + 0 teachers (unqualified)
with Potchefstroom University. However, the University has accreditation to
accept only M+1 and M+2 teachers on its NPDE. It is not accredited to enrol
completely unqualified teachers.
▪
One of the teachers was enrolled on an NPDE programme offered by CACC
(Central African Correspondence College), which has applied for provider
accreditation with the Services SETA, but had not been accredited with the ETDP
SETA to offer the NPDE. CACC is the former Azaliah College (which was
refused accreditation to offer NPDE programmes in 2001), and its current NPDE
materials are ex-Azaliah College materials dating back to 2001.
Step Two: Enrolling teachers on a relevant upgrading programme
In order to organize an effective and viable upgrade programme, we needed to get as
many of the nine teachers registered on the same programme. The UNISA NPDE was
selected as the most appropriate for the needs of the teachers. The classroom-based
curriculum, relatively low fees, and learner support arrangements were suitable for the
teachers. In addition, SAIDE has particularly good links with the UNISA NPDE, as Tony
Mays has been seconded from SAIDE to be the programme manager of the NPDE.
However, UNISA could not register the teachers without their status being evaluated by
the Department of Education because of they had not completed whole programmes
and therefore only had part qualifications. So we approached Martiens Loots and
Mariana Uys in the Department to see what could be done. Buyani was very pleased
when, by the end of March, five of the nine teachers could register as a group at UNISA
– with a letter from the Department of Education stating that they could be regarded as
eligible for the programme.
Step Three: Deregistration from an unaccredited programme
One of the teachers who was eligible to register for the UNISA NPDE had registered at
the end of 2003 for the NPDE delivered by the Central African Correspondence College
(CACC). We had to ascertain that this programme was definitely not accredited, and
then request immediate deregistration of the teacher with a full refund of the fees. It
required considerable time and pressure by Buyani and SAIDE to obtain proper
response from CACC.. However, the situation was clear – as was expressed in the final
letter:
As has been pointed out to you, CACC is not accredited to provide the NPDE, nor has
your programme been approved for employment in public education. Teachers will
therefore not get recognition for this qualification in public education. You may be
registered as a provider with the Services SETA, but you need in addition to be
accredited to offer the NPDE with the ETDP SETA before you actually start offering it,
and to have your programme approved for employment in education. You also have to
be registered as private higher education institution with the Department of Education.
Eventually the teacher had all his money refunded, and could pay back the loan he had
taken to register for the accredited UNISA programme.
Step four: Getting support for the UNISA NPDE teachers
Success in distance education for students whose educational background has not been
privileged is largely dependent on the quality of support received. The UNISA NPDE
offers contact sessions at centres close to where teachers live and work, and these contact
sessions are an integral part of the programme design. However, because of late
registration the Buyani teachers had already missed the first contact session. In addition,
because of the importance of building an energetic cooperative study group at the school
itself, the Buyani School Governing Body and Trust decided to fund the appointment of
a tutor to provide dedicated support to the Buyani teachers, as well as liaise with UNISA
concerning particular institutional requirements. SAIDE, with the help of Yvonne Reed
of the University of the Witwatersrand identified an English Education Masters student,
Clifford Ndlangamandla, as a suitable candidate. We arranged for him to receive
orientation and training to tutor the UNISA NPDE, and set up a schedule for 64 hours of
contact sessions, as well as payment at the UNISA rate. The first contact session was on
15th May, and, since then, the teachers, working with Clifford in term and through the
holidays, have completed two assignments for each of five first-year modules. They
began their examinations on 14th October.
Clifford Ndlangamandla [Please crop this picture on the left and the right, but leave the
writing on the board. ]
Step Five: Developing a strategy for the teachers not immediately eligible for
enrolment on the UNISA NPDE
The five teachers registered on the UNISA NPDE are half of the teaching complement at
Buyani. The goal was to get all of the teachers involved in professional development and
upgrading. The reality was that there was no accredited programme on which the four
completely unqualified teachers (M+0 status) could register in Gauteng. However, we
knew that, in due course, a 360-credit NPDE would be registered by the SAQA Board,2
and that this qualification would accommodate not only under-qualified teachers but
also those who are teaching without any formal professional qualification. We therefore
developed a programme to prepare the four teachers for enrolment on the new 360
credit NPDE.
The programme consisted of two parts:
1. A series of contact sessions based on part one of the SAIDE/OUP Learning
Guide, Getting Practical. By the end of these contact sessions, the teachers would
have prepared an outcomes-based scheme of work for each grade in the school.
2. A series of contact sessions aimed at assisting the teachers to prepare a portfolio
that could be used for assessment for recognition of prior learning. It was hoped
that this portfolio could be used when the teachers applied for admission to the
new 360 credit NPDE when it became available.
Sheila Drew (an Early Childhood Development (ECD) specialist who consults for SAIDE
on ECD projects) was appointed to assist with the first part, and Michelle Buchler (of the
Centre for Education Policy Development) with the second.
This qualification was registered by the SAQA Board at its meeting on 11 August 2004. The qualification was developed
by a subcommittee of the former Educators in Schooling SGB - Wally Morrow, Martiens Loots, and Tessa Welch.
2
Sheila Drew
However, there was still the problem of two teachers in this second group who were
registered with Potchefstroom University on their [unaccredited] programme for M+0
teachers. The teachers decided to continue with this programme to see if they could earn
some credits for the first year as this might count in their favour when they applied for
admission to the new 360 credit NPDE.
Step Six: Implementing and evaluating
An evaluation meeting was held in mid-August with the Buyani coordinators of the
Educator Support programme, the SAIDE coordinator, and Josie Adler. There was frank
discussion, not only of the successes, but also of ways in which the programme could be
improved. Generally it appeared that there had been progress in each of the groups.
Despite the late start, the UNISA NPDE group has submitted all their assignments on
time. The results are coming in now, and they are very encouraging. Marks range from
50% to 90% on four of the modules – only the module on Continuous Assessment
appears to be causing problems. As examinations approach, the group is having
fortnightly contact sessions to plan and monitor examination preparation.
The UNISA NPDE Group (from left to right):Elizabeth Lencwe, Simon Tshilo, Kabelo
Moleme,, Thelma Mokonyane, Mary Jane Ngubane
With regard to the second group, Sheila Drew told this story of the kind of learning that
is happening:
Teachers had three sessions on how learners learn, the importance of talk for learning
and the concept of sequencing activities according to Bloom’s levels. Although many
examples had been given of sequencing, teachers still seemed hesitant and uncertain
that they understood.
Each teacher developed a teaching plan for a week. During the review of the plans they
were asked if they had managed to sequence their activities appropriately. Once again,
they seemed very unsure of themselves. In fact, in some cases they had managed to
sequence the activities, but, as one teacher said “I was not aware that I had done that. I
can see now what I have done. Now that I know I will be able to improve next time.”
This is very heartening, because it captures the goal of all in-service training: developing
in teachers the ability to learn from experience through reflecting on practice.
And when Michelle Buchler had to withdraw from the programme in September due to
ill-health, the teachers wrote to her:
Thank you for your kindness, patience, love, support, commitment, accountability, and
mostly the knowledge that you have shared with us.
Step Seven: Planning for 2005 and beyond
Continual monitoring is important, and so is planning. Thus, in mid-September 2004, a
meeting of Buyani School, the educators/students, and the professional team took place
to coordinate the Educators Study Group Action Plan for 2005
The first group of teachers, will, we hope, complete their NPDE next year, and the
second group will be able to register for an RPL assessment for the 360 credit NPDE in
July.
The professional development focus for the first half of 2005 will be developmental
appraisal. This will be both a peer and an external evaluation process, and will be
designed to monitor the implementation of the schemes of work, as well as develop the
mentoring skills of the teachers.
All teachers will be involved, as the process will support both those engaging in an RPL
assessment for entry to the 36 credit NPDE, and those already enrolled with UNISA who
need to complete a teaching practice portfolio as part of the assessment of practical
competence for the awarding of the NPDE.
Conclusions
This brief account shows that the process of becoming a qualified teacher is not simple.
Without support, it is no wonder that so many teachers drop out. The sheer logistics of
finding an appropriate programme, of registering (or de-registering), of designing and
sticking to a study schedule, and of negotiating all the administrative aspects of
studying at a distance, will deter all but the most determined and organized.
Buyani and its teachers have a chance of success now, because they are organized and
motivated, are operating as a group, because they have found appropriate forms of
professional support, and because they have designed ways to integrate their studies
with their teaching practice at school. The school is set to harvest the fruits now –
because over years the soil was prepared, the seeds sown, and the plants nurtured.