An Overview of the Continuing
Professional Teacher Development
(CPTD) System in South Africa
Presentation to the Basic
Education Portfolio Committee
21st February 2012
1
Focus of the Presentation
• Overview of the CPTD system
• The CPTD System Pilot
2
National Policy and
Legislative Context
3
National Policy and
Legislative Context
• SACE is a professional council established
in terms of the SACE Act no. 31 (2000)
• The Act mandate SACE to:
– Register all public and independent school
educators, ABET practitioners (?), and FET
college Lectures (?) (BELA Act No.15 of
2011, ECD Sector – Council Resolution);
– Promote the development of educators; and
– Ensure educators’ adherence to the Code of
Professional Ethics
4
National Policy and
Legislative Context...
• SACE’s additional mandate comes from the
National Policy Framework on Teacher
Education and Development (NPFTED) in
South Africa, April 2007
• Section 53 of the NPFTED (2007) states that
“…the South African Council for Educators
(SACE), as the professional body for professional
educators, will have the overall responsibility for
the implementation, management and quality
assurance of the CPTD system. SACE will be
provided with the necessary resources and
support to undertake that role”
5
National Policy and
Legislative Context...
• This mandate is supported and enhanced by the
Departments of Basic Education and Higher
Education and Training’s Integrated Strategic
Planning Framework for Teacher Education and
Development in South Africa, 2011 – 2025
• The plan indicates the following explicitly:
– that it (the plan) must be considered by other planning
processes such as those related to IQMS, WSE,
NEEDU and the SACE CPTD Management System
– The TED ICT support system will be linked to the
SACE CPTD Management System
6
National Policy and
Legislative Context...
• SACE has an important quality management
role to play in promoting and supporting the
system for identifying and addressing teacher
development needs.
• SACE responsibilities in this regard include
ensuring that:
– the providers of teacher development programmes
are fully approved by SACE,
– and the professional development courses available
for teachers are endorsed by SACE;
– and can lead to the accrual of Professional
Development (PD) points on successful completion.
7
National Policy and
Legislative Context…
• Recently, the Basic Education Laws
Amendment (BELA) Act, September 2011
provided official and specific powers to
SACE in terms of managing the CPTD
System by amending section 5(b)(iv) of
the SACE Act
• Section 19 of the BELA Act no.15 of 2011
provides that SACE
• “must manage a system for promotion of the
Continuing Professional Development of all
teachers”.
8
National Policy and
Legislative Context…
• This amendment implies, amongst other
things, the following:
– The legislation has given SACE direct powers
to manage a system for the continuing
professional development called – the
Continuing Professional Teacher
Development (CPTD) Management System
– The CPTD Management System is now part
of the SACE programmes fully and fits neatly
into the Professional Development Division of
9
SACE.
National Policy and
Legislative Context…
• In fact, section 5(b) of the SACE Act, as
amended by the BELA Act, locates CPTD
directly under SACE’s Professional
Development role, scope and functions
• This calls for the reconceptualisation of the
Professional Development Division within
a broader context of the SACE Act as
amended, and the entire organisation
(SACE)
10
National Policy and
Legislative Context…
• SACE working on various proposals to be
finalised in March / April 2012 with full
staffing and financial implications for the
organisation
• The proposals will be informed by the pilot
report and the implementation plan.
11
National Policy and
Legislative Context…
• Section 91 of the NPFTED says:
“the Department of Education will ensure
that SACE has the necessary resources to
undertake its CPTD development and
management roles”
12
National Policy and
Legislative Context
• This has been interpreted as the
Department of Education (now DBE)
availing the physical, financial, and human
resources for the processes of developing
and managing the CPTD System
• Secondly, the DoE (Legal Section) has
been arguing that the SACE Act is silent
on SACE receiving any direct funding
from National treasury
• It further argues that SACE should have a
section, in the SACE Act, that will make it
easy for it to receive ongoing funding from
DoE (now DBE) without any hassles
13
National Policy and
Legislative Context…
• Subsequently, Section 19 of the SACE Act
has been amended by an insertion of a
new clause under subsection 1 as follows:
“ money appropriated by Parliament ”
• The appropriation of money by Parliament
to various government departments is
done through the Financial Appropriation 14
Act.
National Policy and
Legislative Context…
The amended section 19 of the SACE Act
now reads as follows:
“The funds of the council consists of(A) money appropriated by parliament
(a) compulsory fees
(b) money received from donations, interests
or fines; and
(c) other money received by the council from
15
any other source”
National Policy and
Legislative Context…
• It is very important to note that SACE
could be funded from four different
sources.
• Section 19 of the SACE Act, as amended,
implies that SACE may, in addition to
other sources of funding, be funded by the
fiscus in respect of any of its statutory
functions.
16
National Policy and
Legislative Context…
• This will be done in terms of processes of
applying for funds to National treasury in
terms of government’s Medium Term
Expenditure Framework.
• Any funding of SACE in terms of this
provision will be made to National
Treasury via the DBE budget and bidding
processes
17
The CPTD Management
System
18
Introduction
• The Teacher Development Summit in JuneJuly 2009 laid the basis for a new,
strengthened, integrated national plan for
teacher development
• CPTD is an important part of that plan
• The South African Council for Educators
(SACE) and the Department of Basic
Education (DBE) are working together to
bring CPTD to all teachers
Introduction….
• All workers, including professionals like
teachers, need lifelong learning to do their
jobs better
To improve their knowledge
To improve their skills
To keep up to date with new research
To learn from colleagues
• Better teachers will help learners to learn
better and become better citizens
What is the CPTD
Management System?
It is a system for recognising all useful
teacher development activities
By approving quality and credible
professional development providers
By endorsing relevant and good professional
development quality activities and
programmes
By allocating professional development (PD)
points to such activities
By crediting each teacher’s CPTD account /
record with the PD points they have earned 21
Purpose of the CPTD System
– Ensure that all professional development
programmes contribute more effectively and
directly to the improvement of teaching and
learning;
– Emphasise and reinforce the professional
status of teaching;
– Provide educators with clear guidance about
which Professional Development (PD)
activities will contribute to their professional
growth;
22
Purpose of the CPTD System..
– Protect teachers from fraudulent providers;
and
– Expand the range of activities that contribute
to the professional development of teachers
23
Vision of the CPTD system
– To support and facilitate the process of
continuing professional development
– To give recognition to teachers who commit
themselves to continuing professional
development
– To revitalize the teaching profession
24
What is SACE’s Role in Continuing
Professional Development
• It is very important to clarify the role of SACE in
Continuing Professional Development (CPD) to
avoid confusing it with that of the employers
• “SACE IS NOT A PROVIDER OF CONTINUING
PROFESSIONAL DEVELOPMENT”
• Employers of educators – Provincial
Departments of Education, SGBs, and
Independent Schools / Boards – have,
amongst other things, the responsibility to
provide CPD to educators as their employees
25
What is SACE’s Role in Continuing
Professional Development
• The Integrated Strategic Planning Framework for
Teacher Education and Development in South
Africa, 2011 – 2025 provides some guidelines
and priorities with regard to the provisioning of
the CPD for educators
• SACE has the responsibility to develop the
entire profession and part of this involves:
– Promoting teaching as a profession;
– Developing standards of entry into the profession;
– Promoting the image and status of the teaching
profession;
– managing a system for promotion of the Continuing
Professional Development of all teachers
.
26
What is SACE’s Role in CPTD
• In managing the CPTD System, SACE must:
– Provide all teachers with information on how
to develop themselves professionally
– Keep a record of teachers’ professional
development and points earned on its CPTD
Information System (CPTD-IS)
– Keep a record of approved providers and
endorsed activities manually and
electronically on the CPTD-IS
– Screen external providers of professional
development activities and approve those that
meet SACE’s quality criteria
27
What is SACE’s Role in Continuing
Professional Development…
– Evaluate activities submitted to SACE
by external providers and endorse those
that meet SACE’s criteria of relevance,
effectiveness and quality
– Monitor and evaluate the CPTD
Management System in order to ensure
that it helps improve teachers’
professionalism and the quality of
teaching and learning in schools
28
The Basic Structure of the CPTD
System
• Teachers engage in three kinds of SACE
Endorsed Professional Development (PD)
activities / programmes
oPersonal (Teacher priority)
oSchool organised (School priority)
oExternally organised (Profession priority)
• Endorsed PD activities have points value
• Pre-determined points and points allocated
through endorsement process
29
The Basic Structure of the
CPTD System..
• Target: Teachers to earn 150 PD points
every three years
• Teachers are awarded Certificate of
Achievement on completion of each
cycle target
• Teachers maintain a personal PD
portfolio
• Rewards / Sanctions
• Section 60 of the NPFTED
30
• Council Resolution
CPTD System Quality
Management and Assurance
Processes
31
CPTD System Quality Management
and Assurance Processes
• Purpose
– Establishment of quality culture
– Promote quality assurance in the teaching
profession
– Improvement in provider and programme
quality
– Protect teachers against fraudulant providers
and poor quality programmes
32
CPTD System Quality Management
and Assurance Processes
QCs - HEQC
– QA Terms
• Accreditation
(Programmes)
• Provider Approval
(No)
– Credits (Permanent)
– Evaluators (1500)
– Accreditation
Committee
– Accreditation of HEI
programmes
SACE
• QA Terms
– Approval (Providers)
– Endorsement (Activities /
Programmes
•
•
•
•
Points (shelf life)
Evaluators (6)
Endorsement Committee
Endorsement of all
Programmes / Activities
including Accredited
Ones. Accredited-endorsed 33
programmes – credits/points
CPTD System Quality Management
and Assurance Processes...
• Three Quality Councils (NQF Act no.67 of 2008)
mandated to perform quality assurance
functions – HEQC, QCTO, UMALUSI
• SACE joined the QA terrain BUT it is not a QC
• Demarcations, Overlaps, possible contestations
• Questions raised about duplication of QA
functions by SACE
• Collaborations, Partnerships, MoUs, Sharing
Resources and best practices
34
CPTD System Quality Management
and Assurance Processes…
• SACE Quality Assurance Terms
– Approval of Providers, and
– Endorsement of PD Activities / Programmes
• Providers in this context refers to:
– Employers (9 x Provincial DoEs, SGBs, Independent Schools,
and others),
– Other Government Departments,
– HEIs,
– Private Providers
– NGOs / CBOs / FBOs,
– Teacher Unions,
– Professional Associations, and
– Others
35
CPTD System Quality Management
and Assurance Processes…
• Providers must be SACE approved
• to offer SACE endorsed activities
• for which participating teachers get PD
points
• These are three separate operations
36
Provider Approval
• Approval is a decision by SACE that a
provider meets its criteria and is fit to offer
quality PD activities
• All providers must apply for SACE
approval when they submit activities for
endorsement
• Only “SACE Approved Providers” may
provide SACE endorsed PD activities
37
Provider Approval
• What Does Provider Approval Status
Mean?
– has met SACE’s criteria for approval of
providers
– has signed up to SACE’s Code of Practice for
providers
– is fit to offer professional development
activities endorsed by SACE
38
Provider Approval
– agrees to offer only activities that are
endorsed by SACE
– will provide SACE with lists of successful
teacher participants in endorsed activities
– agrees to feedback from participants and
monitoring by SACE
• Provider Approval Status lasts for a period
of three years
39
Provider Approval…
• Providers fall into two categories
– Category A: Accredited by one of the three
Quality Councils
– Category B: Not accredited by any of the
three Quality Councils
• Category A providers: approval is in
principle automatic, but they must still be
approved to offer X and Y activities
40
Provider Approval…
• Category B providers are likely to
comprise
o Professional associations
o Unions
o National and provincial DoEs
o NGOs
• They must apply for SACE approval only if
they intend to provide activities
themselves
41
Provider Approval…
• SACE must apply an appropriate set of
criteria similar to accreditation
oProvider/Endorsement Unit screens for
formal compliance
oSACE Evaluators Panel screens provider
for approval to offer X and Y activities
o Evaluators make site visits and interview
providers’ presenters
oEvaluators report and recommend
42
Provider Approval Criteria
•
•
•
•
•
•
•
•
Purpose statement
Financial viability
Tax clearance certificate
Physical resources
Facilities for delivery of activity
Staff expertise, qualifications, experience
Track record/evaluations/references
Any other information required by SACE
43
Endorsement of Activities /
Programmes
44
Endorsement of Activities...
• Endorsement is a term introduced by the
NPFTED alongside the introduction of the CPTD
system
• Endorsement includes a process of examining
the quality of an activity with respect to how it
contributes to the professional development of
the teacher
• A process of evaluating and approving
professional development activities against a set
of criteria and coming up with an endorsement
decision
• Quality Councils – Accreditation and SACE Endorsement
45
Endorsement Process
• Process
– Application (manual to SACE)
– Check Listing and Screening for
completeness and requirements
(Endorsement Unit Staff, prepare
documents and assign Evaluators)
– Evaluation (Evaluators, Reports and
Recommendations to Endorsement SubCommittee)
– Endorsement (Endorsement Committee,
Scrutinise Reports and Recommendations
from the Evaluators and make Final
Recommendation to Council)
– Council through PRODCO (delegated
authority
46
Endorsement of Activities..
• Applicable largely to Type 3 professional
development activities (Externally Initiated
Activities)
• Only SACE Approved Providers will
submit proposed teacher development
activity to SACE for endorsement
• SACE evaluators will evaluate the activity
and made a positive recommendation to
the Endorsement Sub-Committee
47
Endorsement of Activities..
• SACE’s Endorsement Sub-committee will
certify that the activity meets each of the
SACE criteria at a satisfactory level
• SACE’s Endorsement Sub-committee will
endorse the proposed activity for a
maximum of three years
• The SACE Approved Provider may offer
the endorsed activity for a maximum of
three years
48
Endorsement Criteria
Fitness of Purpose
– Relevance and Appropriateness
– The extent at which the institution /
organisation / provider’s mission, goals, and
activities are responsive to national
priorities, agenda, and needs
– Addresses the needs of the system /
profession through the organisation’s
mission and goals
49
Endorsement Criteria
• Fitness of Purpose (Criteria)
– Aligns with identified system needs
– Strengthens subject competence
– Strengthens professional practice
– Promotes professional commitment,
responsibility
– Promotes system transformation
50
Endorsement Criteria
• Fitness For Purpose
– Assess the Effectiveness of an Activity /
Programme
– Assess an Activity / programme against its
stated outcomes / purpose
– Each activity or programme’s outcomes /
purpose should be clearly defined
– Purpose and Outcomes to be informed by the
needs of the system, profession, schools, and
teachers
51
Endorsement Criteria...
• Fitness for Purpose (Effectiveness)
– Addresses identified needs of target learning
area/subject/phase/social or institutional
conditions
– Addresses identified needs of target audience
(admission requirements may be specified)
– Proposes appropriate assessment procedures
for content/method/target audience, including
demonstrated professional learning where
appropriate
52
Endorsement Criteria...
• Quality
– Teaching/learning strategies are
• Related to content and outcomes
• (Wherever possible) participatory
• Related to teaching/learning situation of target
audience
– Learning materials/resources are suitable to
audience and outcomes, user-friendly
– Presenters/facilitators are well qualified,
experienced, knowledgeable about
teaching/learning conditions of target
audience
53
Endorsement Criteria...
• Rating
– Good or Poor
– No Scores
– Professional Judgement
• Endorsement Decision
– Endorsed or Not Endorsed
54
Funding Principle
• Only SACE-endorsed activities offered by
SACE approved providers should be
funded by employers
55
CPTD Information System
CPTD - IS
56
CPTD - IS
• The CPTD System will include an electronic
management information and communication
infrastructure with the capacity to support the
efficient operation of the CPTD system.
• This ICT system is called the CPTD Information
System (CPTD-IS), and
• It is the primary administrative tool of the CPTD
system
• Concept informed by UFR, USR documents
• It has two sub-systems:
• SACE CRM System
• SACE Self-Service Web Portal
57
Two Components of the
CPTD-IS
• CRM System
–Office / internal use by SACE CPTD
Unit staff only
–Manual data processing
–Educator Data Migration from
Registration Division
–School data from EMIS
–Different Security Levels
58
Two Components of the
CPTD-IS
• Self-service Portal
– For external users (Teachers, Schools,
Providers, and Evaluators)
– Accessed through the SACE website
– Sign-up processes, Log-in, and
Password
– Demo
59
CPTD System PILOT
• 2008 Research Study on Professional
Development Practices in Schools
• 2009 Pilot study
– 13 Pilot Districts
– 144 schools across the 9 provinces
– 3963 educators
• March 2012 Pilot Report
60
CPTD PILOT
PROVINCE
No. Schools
No. Educators
GAUTENG
21
719
LIMPOPO
20
542
EASTERN CAPE
20
520
NORTHERN
CAPE
12
428
FREE STATE
12
421
KWAZULU-NATAL 24
394
NORTHWEST
12
376
MPUMALANGA
12
252
WESTERN CAPE
12
311
TOTAL
145
3963
61
Where is the Pilot Happening and Who
are the Implementers?
• National Level
– Largely at SACE (directly through CPTD Unit,
Implementation Team, and Task Team)
– DBE (indirectly, through Implementation
Team and Task Team)
• Provincial Level
– Provincial Departments of Education
(HRD/Teacher Development Units)
– 9 Provincial Coordinators
– 9 Provincial Pilot Coordinating Committees
– 36 Resource Persons
62
Where is the Pilot Happening and
Who are the Implementers?
• School Level
– 144 Principal
– 288 Lead Participants
– 3963 Educators
63
WHAT IS THE PILOT TESTING?
The Pilot is testing the readiness of the CPTD
system to be rolled out to all SACE registered
school-based educators
THE PILOT IS TESTING THE MANAGEMENT OF THE
CPTD SYSTEM AND NOT THE ACTUAL
PROVISIONING OF PROFESSIONAL
DEVELOPMENT
SACE IS RESPONSIBLE FOR THE
DEVELOPMENT, IMPLEMENTATION AND
MANAGEMENT OF THE CPTD SYSTEM
ONLY
64
WHAT IS THE PILOT TESTING
– Endorsement Processes (SACE)
• Functionality of the Endorsement Interim
Committee (EIC)
• Functionality of the Endorsement Unit
• Provisions of the CPTD System Handbook
on Endorsement Matters
• Endorsement of Provider and non-provider
activities and points allocation processes
• Availability of endorsed PD activities /
programmes from which teachers will
65
choose
WHAT IS THE PILOT TESTING
Endorsement Processes (School
Level)
– Questionnaire assisting educators in
identifying PD activities they are/have been
involved in and who has been providing them
– Submission to SACE
– Providers contacted (by PSU) to submit the
identified activities to SACE for Endorsement
– Activities endorsed and loaded on the CPTDIS as part of the Dbase of Endorsed activities
– educators earning points from them
66
Initial Findings on
Endorsement Processes
• Reconceptualise and reconstitute the
Endorsement Committee
• Remuneration of Evaluators and
Endorsement Committee
• Collaborations with other institutions
dealing with similar provider approval /
accreditation processes be forged in terms
of their register of private providers, and
database of accredited providers and
evaluators
67
Initial Results…
• Formal provider approval not taking place
– systems, procedures and processes to be put in place
to ensure approval takes place
– More work be done on the implications for the site
visit and possibility of charging an application fee
• Establishment of the Endorsement Unit
• Inadequate data / register of providers
– establish a credible register of approved
providers and publish it accordingly
68
Initial Results …
• Improvement of the electronic register /
database of endorsed activities on the
CPTD-IS
• 300 activities endorsed
• Teachers’ participation in professional
development activities
69
WHAT IS THE PILOT TESTING
– Provider Capacity
• The functionality of the Provider Support
Unit
• Provider Register (Pilot Districts / Schools)
• Analysis of Available Providers
– Provisioning Scope
– Areas of Specialisation
– Places of delivery
– Mode of delivery
70
Initial Findings
• 56 Providers in the database
• Provider Support Unit need to be
established
• Provider Forums to be established in all
the nine provinces
• Provider analysis needs to be done to
understand the scope, locations, areas of
specialisation
71
WHAT IS THE PILOT TESTING
– CPTD-IS (CRM from SACE)
•
•
•
•
•
•
•
•
Functionality of the system as a whole
Data capturing processes and volumes at SACE level
Dbase of pilot educators
Dbase of endorsed activities
Register of providers
Accessing Educator Records of Points
Management Reports
Tracking System (Queries, Evaluators’ work, provider
applications, endorsed activities, and others)
• Reconciling Self-Service portal with SACE CRM
72
WHAT IS THE PILOT TESTING
• CPTD-IS (Schools)
– Access to the Web Self-Service Portal by schools and
educators
– Educator / School Sign-Up process for accessing the
CPTD System
– Updating information
– Educators / Schools accessing information on:
•
•
•
•
Points earned
Endorsed CPTD activities
Available Providers
Recording of Points
73
WHAT IS THE PILOT TESTING
• CPTD-IS (Providers and Evaluators)
– On-line Applications for Endorsement
– Tracking Endorsement Process
– Feedback on Endorsement Outcomes
– Database of Endorsed Activities
– Communication and Feedback on Evaluation
Process between Endorsement Unit and
Evaluators
74
Initial Findings
• Challenges with Functionality of the
system – mini project underway to address
those challenges
• Access to the CPTD-IS a challenge to
most of the teachers and as result most
opt for manual options
• Need for testing the system on a bigger
and wider scale
75
WHAT IS THE PILOT TESTING
– Management, administrative and support
capacity
• SACE systems and personnel
• DoE/PDE/district systems and personnel
• School systems, personnel
76
WHAT IS THE PILOT TESTING
Advocacy and Communication
– Test levels of buy-in, awareness,
understanding of CPTD policy and
implementation implications, at/amongst:
•
•
•
•
•
School ( management; teachers, SGBs)
District ( management; core units, other units)
PDE- (management, core and other related units)
Stakeholders at National and Provincial Levels
CPTD pilot structures
77
WHAT IS THE PILOT TESTING
• Advocacy and Communication
– Testing the effectiveness of tools and
strategies used to communicate CPTD
messages
– How messages were communicated
78
Data Collection
• Through the following methods:
– Questionnaires / Surveys
– Interviews (principals, teachers, SACE, DoE,
PDoEs, Stakeholders, Districts, Pilot
Structures, Resource Persons)
– Document Analysis
– Observations
79
Pilot Data
• Two Types of Data
– Fed into the CPTD-IS manually (by CPTD data
capturers) and electronically (by educators, providers,
evaluators) through the self-service portal
– Collected through the four research methods or even
research instruments
•
•
•
•
Data Collection
Capturing / Recording
Analysis
Report Writing
80
Management of the CPTD
System Pilot
National Level
– SACE - management role with the support of
the Department of Education
– DBE-SACE CPTD Task Team - oversight role
– CPTD Reference Group – Advisory structure
– Independent Service Provider – Ongoing Pilot
Monitoring and Evaluation
81
Provincial Level
• Provincial Pilot Coordinating Committee (PPCC)
• Consist of the following:
– Provincial Department of Education Officials;
– Teacher Unions at provincial level;
– SGB Formations;
– Independent School Associations;
– SACE; and
– Other relevant stakeholders
82
Provincial Level
• Provincial Pilot Coordinating Committee (PPCC)
• Consist of the following:
– Provincial Department of Education Officials;
– Teacher Unions at provincial level;
– SGB Formations;
– Independent School Associations;
– SACE; and
– Other relevant stakeholders
83
Milestones Reached...
• Establishment of the CPTD Unit at SACE
• Development of the CPTD Design
Document – Version 13A (approved by the
SACE Council and the Council of
Education Ministers)
• Development of the CPTD Information
System (CPTD-IS), an ICT system
managed by SACE that serves as the
administrative and information hub of the
CPTD Management System
84
Milestones Reached...
• Research Study on Teacher Development
Practices in 36 schools in Free State,
KwaZulu-Natal, and Western Cape
(undertaken by CEPD for the Task Team)
• The study had to address the following
issues:
– The state of professional development in the
schooling system.
– The levels of readiness for the introduction of
the CPTD points system.
– The design and management of the system; 85
and
Milestones Reached...
• The challenges related to introduction of
the CPTD points system and its
management
• CPTD Pilot in 13 districts and 145 schools
in all 9 provinces - a work in progress
supported by all Provincial Education
Departments
• Pilot endorsement of providers’
professional development activities – in
progress
• Finalising the CPTD System Pilot Report 86
Milestones Reached...
• Information Pack on the CPTD Research
Study as advocacy material
• Draft CPTD Endorsement Handbook
(approved by the SACE Council)
• CPTD System Handbook (simplifying and
replacing the design elements of Version
13A) (approved by the SACE Council)
• Incorporation of the CPTD Management
System as an integral element in the
Integrated Strategic Planning Framework
87
for Teacher Education
Milestones Reached...
• Evaluation and endorsement of 300
professional development activities from
various providers
88
Broader Challenges
• Teacher understanding and buy-in
(communication)
• Working conditions of teachers, time
availability and resources
• Ensuring relevance of programmes to
teacher needs and system needs
• Funding SACE / PD Programmes
• Maintaining good relationships with
teacher unions
89
Broader Challenges
• Availability, quality and specialisation of
providers
• Capacity of SACE to manage the system
• Capacity of the national and provincial
Education Departments to support and
monitor PD activities
90
Implementation
– Phase 1: Research study on Continuing
Professional Teacher Development
Practices in schools (2008)
– Phase 2: Pilot study to test the design
and management systems, Approval by
SACE Council, HEDCOM, and the
Minister of Basic education (August
2009 – March 2012).
91
Implementation
• Post Pilot Phase (1st April 2012 – 31st March
2013)
• Approval of the Pilot Report and Implementation
Plan
• CPTD-IS bigger scale testing
• SACE and DoE to make changes to the CPTD
system and IS after the pilot
• When the changes have been made the system
will be ready for launching
• Advocacy
• Phased-in implementation
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Implementation
– Phase 3: A phased-in (slow approach)
implementation over a 3 year period (2013
– 2015)
– Phase 4: Full implementation and
expansion of the system from 2016
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Thank You
ME-Policy and Research
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