Foundational Learning Technical Task Team (FLTTT) HRD Summit

1. Foundational Learning Technical Task Team (FLTTT) HRD Summit Moeketsi Letseka: Chairperson

2. 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

3. 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

4. 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;

5. 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

6. 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

8. 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

9. Describing the System/ Identifying the Gaps • ANA – Grade 9 • Language 43% Maths 14% • Matric results • 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 • University students’ dropout • 50% drop out by 2nd year • 5% completion by black & coloured students • Graduation rate: 15% undergraduates; 20% Masters; 12% Doctorates

10. Higher Education Participation rates by race, 2005-2011 • Race 2005 2006 2007 2008 2009 2010 2011 • African 10% 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)

11. 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)

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

13. Professionalisation of teaching:INITIAL PROFESSIONAL EDUCATION OF TEACHERS • 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) • Review status and progress in implementation of several initiatives underway • Support the implementation of ISPFTED

14. 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

15. 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

16. Professionalisation of teaching: CONTINUOUS PROFESSIONAL DEVELOPMENT • Support implementation of ISPFTED 2011–2025, • Monitor, support, resolve impediments through implementation • Structures (NICPD, PTDIs) established and supported • Investigate & promote successful initiatives that develop collaborative classroom practice • 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

17. 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.