annual performance plan 2015/16 presentation to education portfolio committee : 14 april 2015

ANNUAL PERFORMANCE PLAN 2015/16

PRESENTATION TO EDUCATION PORTFOLIO COMMITTEE : 14 APRIL 2015

ForewordThe president, The High Honourable J. Zuma, has emphasized both via the ruling party, the African National Congress, and the Presidency of the South African Government, that the country’s priority no.1 is education. For our learners to be educated for a fulfilling citizenship our teachers must attain and display certain standards of professionalism.

SACE as the national custodian of teacher professionalism therefore has an onerous national duty. SACE of necessity must organize itself to deliver accordingly in its main areas of operation. Accordingly, SACE is geared to deliver on mandate priorities for the period ahead. Registration of Educators: Further enhancement of system to cater for registration within 7 working days including electronic registration and correspondence;Categorization of register; update of register, and differentiation of certificates to be undertaken. Professional Development of Educators: The Continuing Professional Teacher Development System to be fine-tuned during this period so as to be ready for a vigorous role out of cohort (Managers) in 2014 onwards, HOD’S in 2015 and educators in 2016.Insure advocacy marketing campaign and call for relevant provisioning.

Ethical Standards: To gear up to process all complaints in a three month cycle;

To develop and implement proactive measures to reduce breaches by at least 10% per annum;

To update Code of Ethics to respond to changing circumstances.

Research, Policy and Planning: Development of a fully-fledged unit to make research recommendations to Council and the Profession at large on a quarterly basis.

Administrative and Infrastructure: To move into SACE premises with a full staff complement adequately qualified for the roles to be played;

A proactive communication and outreach strategy reaching all educators and stakeholders groupings quarterly; and

A full functioning and complete Internal administration and management system and ;

Develop provincial facilities to service educators and the public.

It is hereby certified that this Annual Performance Plan: Was developed by the management of The South African Council for Educators under the guidance of The Department of Basic Education, Was prepared in line with the current Strategic Plan of The South African Council for Educators, and

Accurately reflects the performance targets which The South African Council for Educators will endeavour to achieve given the resources made available in the budget for 2015/2016.

PART A: STRATEGIC OVERVIEW

STRATEGIC OVERVIEW

There has been no change to the council’s strategies

1. Update Situational Analysis The Council is constituted by members from all teacher unions, school governing body organizations ,Further Education sector, Higher Education sector, Independent school sector and Ministerial nominees, and is appointed by the Minister of Basic Education to serve a four year-term, currently ending on 31 July 2017. The current Council has been appointed in August 2013 to replace the previous Council. The following additional factors have direct influence on the plans and effectiveness of Council:

- Change of Council during and at the end of the term; - Councillors not remunerated for the work of Council; - Competent Management; and - Insufficient revenue.

1.1 Performance Delivery Environment The South African Council for Educators (SACE) continues to realise its mandate of registering educators, promoting the development of educators, and ensuring that educators adhere to the Code of Professional Ethics in line with the SACE Act no.31 of 2000. In addition, SACE maintained its process of planning for and developing the Continuing Professional Teacher Development (CPTD) system as stipulated in the National Policy Framework on Teacher Education and Development, April 2007, and further legislated in Basic Education laws Amendment Act (BELA) of no 15 of 2011. SACE has taken time to focus on the area of registration to correct the processes that may lead to backlog of teacher registration. This process resulted in Council taking a decision to ensure that all vacant positions in this division are filled, and have the call centre play a key role in assisting the educators. The turn around time was reduced significantly so as to ensure that educators are assisted as matter of urgency within 7 days, as a rule. The number of foreign educators has also been causing pressure and this was reduced significantly when Council took a decision

to move their application renewals from yearly to five yearly provided they have all the relevant documents. Due to the high rise of fraudulent qualifications that Council is faced with, a decision was taken to have MOU’s with SAQA, Umalusi and the DBE. In the financial year Council will be focusing on piloting online registration. Council receives close to 700 cases per annum, which are difficult to investigate and prosecute in the same year. Council has now trained a large group of experienced professionals to assist as investigators, prosecutors, panellists and presiding officers. The Council works closely with the different Provincial Education Department, to ensure that processing of complaints are streamlined and unprofessional teachers are vetted. Due to the rise in the cases being reported on the alleged misconduct of educators, Council has taken a decision to vet all educators that are coming to register to ensure that they are suitable. Due to the increase of these cases Council also took a decision to communicate with all stakeholders in the school community. Council will continue to embark on thorough advocacy. SACE has taken its mandate further by going through a process of redefining its role, scope, and functions, for the 2015/16. This process resulted in Council taking a decision to focus more on promoting the development of educators and extending its scope by improving and strengthening its research capacity for purposes of evidence-based planning processes, advising the Ministers of Basic and Higher Education and Training and the profession, and informing Council decisions and programmes. In realising this new area of focus, the policy and research unit is to be expanded during the 2015/16 financial year, Initial policy and research work commenced on the following areas: teacher migration, professional registration of the FET College lecturers, identifying gaps and role of SACE in teacher demand and supply, and others. The March 2015 Council will make further enhancement to the Strategic Plan, APP’s for 2015/2016. 1.2 Organizational Environment The Minister of Basic Education appointed a 30 member Council in August 2013 to continue with the work of the previous Council which ended its term in July 2013. The composition of Council is as follows: The Council has staff complement of 87 of which 10 are at managerial level under the leadership of the Chief Executive Officer. The Council has appointed provincial co-ordinators to facilitate and manage Continuous Professional Teacher Development. There is also a need to improve the case management to process the increasing number of reported cases. At least two Provincial offices are to be operational in 2015/16. It is expected that the Council will generate R 64million per annum comprising of the following:

- Registration fees Paid as once off on registration at a rate of R200 for South African educators and R400 for foreigners;

-Annual membership fees of R120-00 per educator and,-Possible government subsidy of R 7.3 million intended to roll out Continuous Professional Teacher Development. The Council is in a process of acquiring its own premises in 2015/16 financial year to avoid further renting of office space. The funds to purchase have already been saved, approximating to R60m. The Council will consider the policy to deal with natural attrition and succession planning in the next financial year.

1. REVISIONS TO LEGISLATIVE AND OTHER MANDATES The Basic Education Laws Amendment Act (2011) The Basic Education Laws Amendment Act of 2011 amends Section 5 of SACE Act no. 31 of 2000 to mandate SACE to manage a system for the promotion of the Continuing Professional Development of all educators. It further amends Section 19 of SACE Act of 2000 to allow the state to fund the Council on request by Council.

MTEF PROJECTIONS2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20

Financial Performance data Audited BudgetMedium

term R Thousand

Receipts

Entity receipts 69,009 73,888 55,440 55,440 81,660 82,140 82,290

Admin fees 69,009 73,888 55,440 55,440 81,660 82,140 82,290

Membership fees 50,122 51,720 52,080 52,080 78,300 78,300 78,300

government grant 10,386 13,188 0 0 0 0 0Registration fees 4,190 5,200 2,400 2,400 2,400 2,700 2,850Sundry income 414 200 200 200 200 240 240Interest receivable 2,851 3,200 360 360 360 400 400Reprint certificate 1,046 380 400 400 400 500 500

54,666 67,348 53,823 54,870 73,300 76,480 79,440

Administration 43,246 48,660 47,323 48,370 62,300 65,880 68,570Research and Advisory 73 2,000 2,000 1,500 3,000 2,000 2,200

Professional Development 10,385 13,188 1,000 1,000 2,300 2,300 2,300Registration of Educators 296 1,500 1,500 1,500 2,500 2,600 2,600

Ethics and Code of Conduct 666 2,000 2,000 2,500 3,200 3,700 3,770

Net surplus 14,343 6,540 1,617 570 8,360 5,660 2,850

REVENUE

Main source of funding is subscription of which monthly subscription fees is R10 since 01.07.2010;Council receives funds from DBE to subsidize the administration of Professional development. To date no written commitment for the subsidy amount, hence zero budget. Budget will be adjusted on receipt of written commitment or funds;Registration fees remain at R400 for foreigners, R200 for south Africans and R50 for renewals. Decline in projection in relation to university educator output only ;Reduction of interest income in line with reduced bank balance due to purchase of own building.

EXPENDITURE

The purchase process of own building has been concluded , registration to be concluded soon;

The funds which was directed to the building is now directed towards the improvement of mandatory functions;

The council has just taken a decision to direct the projected surplus towards the expansion of its provincial presence starting with free state and KZN in this financial year;

The provincial offices will start operating as of the 1st June 2015;

CPTD funding is still under discussion with the ministry after difficulties in 2014/15, hence only 1million for non CPTD activities under professional development.

PART B: PROGRAMME AND SUB -PROGRAMME PLANS

STRATEGIC OBJECTS, PROGRAMME PERFORMANCE INDICATORS AND ANNUAL TARGETS 4.1 PROGRAMME: REGISTRATION OF EDUCATORS Programme Purpose

The purpose of the programme is to register educators who satisfy registration requirements for professionally qualified educators compile and update a sub- register of educators who are provisionally registered, maintain and update the educator data base, verify all qualifications, and screen applicants.

Strategic objective

Audited/Actual Performance

Estimated Performan

ce2014/15

Medium-term targets

2011/12 2012/13 2013/14 2015/16 2016/17 2017/18

To register all qualified educators.








Strategic objectives

Programme performance indicator

Audited/Actual performance

Estimated Performance 2014/15

Medium-term targets

2011/12

2012/13

2013/14

2015/16 2016/17

2017/18

Number of educators registered in the reporting period.

24 000

32 000

25 314

26 000 20 000 or 80% in 7working days.

20 000

20 000

Number of educator documents updated in the reporting period.

9120 15 000 20 000 25 000 30 000 35 000 40 000

Programme performance indicators and Annual Targets for 2015/16

Performance indicator Reporting period

Annual target 2015/16

Quarterly targets

1st 2nd 3rd 4th

Number of educators to be registered in the reporting period

Quarterly 20 000 or 80% within 7 working

days.

3 000 6 000 4 000 7 000

Number of educator documents to be updated in the reporting period

Quarterly 30 000 or 80%

within 7working

days.

6 000 9 000 5 000 10 000

Quarterly targets for 2015/16

4.2. PROGRAMME: PROFESSIONAL DEVELOPMENT OF EDUCATORS

4.2.1. CONTINEOUS PROFESSIONAL TEACHER DEVELOPMENT Background SACE is phasing-in the implementation of the Continuing Professional Teacher Development (CPTD) System in line with the approved CPTD implementation plan and the three identified cohorts – principals and deputy principals (1st cohort); Heads of Departments (HODs 2nd cohort),and Post Level 1(PL1) teachers (3rd cohort). The principals and deputy principals started with their 1st three year CPTD cycle from January2014 onwards, HODs from January 2015 onwards and PL1 from January 2016 onwards. All the cohorts must be orientated and sign-up for the CPTD system a year before their 1st three year cycle starts. The principals and deputy principals’ orientation and sign-up took place in the 2013/14 financial year with an ultimate goal of creating a clean and reliable school management database and enable principals and deputies to have login details for purposes of accessing the CPTD Self-Service Portal. In 2014/15 financial year, the sign-up numbers / targets will increase because the second cohort (HODs) is bigger in terms of numbers. The same would apply to the third co and the same applies to the third cohort. Programme Purpose

• The programme is responsible for managing and promoting the continuing professional development of teachers, particularly in the key strategic areas such as Mathematics, Science, Technology and Languages, CAPS, SBAs and ICT, among others. Additionally, The programme is being phased-in in terms of orientating and signing up teachers to participate in the CPTD management system and earn 150 points in 3 year cycles, approval of service providers and endorsement of all PD programmes that are presented to teachers. The programme is being implemented according to the three identified cohorts : principals and deputy principals (1st cohort), HODs (2nd cohort) and Post level 1 Teachers (3rd cohort)

Sub-programmes:

Provinces and Members Providers and Endorsement

Strategic objective


Estimated Performance2014/15

Medium-term targets

2011//12

2012/13

2013/14 2015/16 2016/17 2017/18

To enhance the status of the teaching profession.





To manage and promote continuing professional development of all school-based teachers.



Strategic Objectives

Programme performance Indicator



Medium-term targets

2011/12

2012/13 2013/14 2015/16 2016/17 2017/18

Number of educators orientated and signed-up on the CPTD system

288 545 40 747 (Principals and Deputy Principals)

45 500 (HODs) or 80%

345 000 (Post Level 1 Educators) or 80% of identified cohort for this year.

13 000 (newly qualified educators)

13 900 (newly qualified educators)

Number of professional development providers evaluated and approved.

20 50 150 250 300 or 80% of applicants within a 3months cycle.

350 400

Programme performance indicators and Annual targets 2015/16

Number of professional development activities evaluated and endorsed.

120 300 450 500550 or 80% of

applicants

within a 3

month cycle.

600 650

Performance indicator

Reporting period

Annual target2015\2016

Quarterly targets1st 2nd 3rd 4th

Number of educators orientated and signed-up on the CPTD system

Quarterly 345 000 (Post Level 1 Educators)

45 000 or 80% targeted cohorts.

100 000 100 000

100 00

Number of professional developmentProviders evaluated and approved.

Bi-Annual 300 Or 80% of applicants within 3months.

100 - 200

Number of professional development activities evaluated and endorsed

Bi-Annual 550 Or 80% of applicants within 3months.

200 - 350


Strategic objective



Medium-term targets

2011/12 2012/13 2013/14 2015/16 2016/17 2017/18

To promote the image and status of the teaching profession

- - - - To set the professional standards

To set the professional standards

To monitor the implementation of the professional standards

4.2.2.PROGRAMME: PROFESSIONAL STANDARDSProgramme PurposeTo work collaboratively with stakeholders and partners in setting, upholding and monitoring professional standards on (a) entry into the teaching profession from admission to full registration, (b) early and leadership continuing professional development. It will also ensure the appropriate advice, structures, processes are in put in place to develop, implement and monitor the professional standards in the teaching profession.

Sub-ProgrammesProfessional StandardsProfessional Designation





Medium-term targets

2011/12

2012/13 2013/14 2015/16 2016/17 2017/18

Set standards for entry into the profession and Continuing Professional development

- - - - Report is produced on the consultative process on the standards for entry into the teaching, and for remaining in the profession.

Standards for entry into the teaching profession are produced and finalised

Implementation and Monitoring of Standards of Entry into the profession

Development the Professional Designation

- - - - Recognition of SACE as a Professional Council by SAQA

Report is produced on the consultative process on the development of the Professional Designation

Development of the Professional Designation

Programme performance indicators and Annual targets 2015/16

Performance indicator

Reporting period

Annual target2015\2016

Quarterly targets1st 2nd 3rd 4th

Set standards for entry into the profession

Annual Report is produced on the consultative process on the standards for entry into the teaching

- - - Report is produced on the consultative process on the standards for entry into the teaching

Development the Professional Designation

Annual Recognition of SACE as a Professional Council by SAQA

- - - Recognition of SACE as a Professional Council by SAQA


4.3 PROGRAMME: POLICY AND RESEARCH Programme purpose To undertake, commission and disseminating research in areas related to the profession (the size and shape of the education and training of educators, research to understand teaching as a professional practice, the state of the teaching profession) and Coun cil’s mandate (advisory / research for self-renewal). The research will also be used to inform policy and advise the Minister of Basic Education, Council and the profession.




Medium-term targets

2011/12 2012/13 2013/14 2015/16 2016/17 2017/18To research on professional matters

To research on professional matters


To research on professional matters.


To contribute to evidence-based education policy making in South Africa as well as transforming the teaching profession into a research-informed profession.



S


Programme performance indicators and Annual Targets 2015/16

Performance Indicator

Audited/Actual performance Estimated performance2014/15

Medium-term targets

2011/12

2012/13

2013/14 2015/16 2016/17 2017/18

The number of research projects undertaken in line with SACE research policy and priorities.

8 8 8 9 9Analysis of the CPTD sign-up data (from the 3 identified cohorts) to inform teacher profiling processes in the education sectorteacher demand, supply, and utilisation Analysis of the needs identified from the HODs to inform teacher development provisioning in the county .

9 10

Continuation of the Five year Review and Analysis of the Educator Misconduct Cases Finalisation of the School-Based Violence Research Analysis of Teacher Development Uptake by Principals and Deputy Principals. This will also include, teacher attitudes about the many teacher development processes/initiatives Comparative Study on Professional Standards (international teaching councils, commonwealth standards report, and national councils in other professions)

Teachers' reflections on the implementation of CAPS. This is part of research to understand teaching as a professional practice.

The number of professional publications produced (this is the professional magazine and CPTD newsletter).

- 2 2 2 1 (magazine) 2 (newsletters)

3 3

The number of reports produced on the Monitoring and evaluation of the CPTD system.

- - 4 4 4 4 4

Performance Indicator Reporting period

Annual target2015/16

Quarterly targets

1st 2nd 3rd 4th

The number of research projects undertaken in line with SACE research policy and priorities

Annual 9 - - - 9

The number of professional publications produced

Bi-Annual 1 (magazine)2 (newsletters)

- 1 (newsletter)

1 (magazine)

1 (newsletter)

The number of reports produced on the Monitoring and evaluation of the CPTD System

Quarterly 4 1 1 1 1


4.4. PROGRAMME: ETHICS

Programme purpose

The aim of the programme is to Promote ethical conduct among educators and stakeholders through workshops,seminars,imbizo’s and the distribution of material that sets the standard of professional conduct and to render support to schools ,educators and s takeholders on ethical matters.

Strategic

objective


Estimated Performan

ce2014/15

Medium-term targets

2011/12 2012/13 2013/14 2015/16 2016/17 2017/18To maintain the ethical standards of the teaching profession.

To maintain the ethical standards of the teaching profession.








Programme performance indicator



Medium-term targets

2011/12

2012/13

2013/14

2015/16 2016/17 2017/18

Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials.

20 000 25 000

10 000 10 000 15 000 20 000 20 000

The number of concluded cases as measured against the number of cases received for the year.

440 525 600 650 700 700 600358 376 343 700 720 or

80% of complaints received.

740 600

Programme performance indicators and Annual Targets 2015/16

Programme performance indicators Reporting period

Annual target

2015/16

Quarterly targets

1st 2nd 3rd 4th

Number of beneficiaries to be apprised of the Code of Professional Ethics, i.e. Educators, parents and officials.

Quarterly 15 000 5 000 5 000 2 500 2 500

The number of concluded cases as measured against the number of cases received for the year.

Total number of cases to be finalized per year Quarterl

y

700 200 or 80% of the complaints received per quarter.

200200

100

Total number of cases received per year

720


THANK YOU

annual performance plan 2015/16 presentation to education portfolio committee : 14 april 2015

Documents

registration of educators

south african educators

south african council

service educators

south african government

registration fees

african national congress

electronic registration