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

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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

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 9o Language 43% Maths 14%

II. Matric resultso Steady improvement 2013 – 78.2%; 2012 – 73.9%;

2011 – 70.2%; 2010 – 67.8%; 2009 – 60.6%o Questions of qualityo Drop out/ retention in schoolso Maths & Science performance

III. University students’ dropouto 50% drop out by 2nd yearo 5% completion by black & coloured studentso Graduation rate: 15% undergraduates; 20% Masters;

12% Doctorates

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Higher Education Participation rates by race, 2005-2011

• Race 2005 2006 2007 2008 2009 2010 2011• African10% 11% 12% 13% 13% 14% 14%• Coloured 12% 12% 12% 13% 14% 15%

14%• Indian 44% 44% 43% 45% 45% 46% 47%• White 51% 53% 54% 58% 58% 57% 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 underway3. 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.