SACE PRESENTATION TO PARLIAMENT 2013/14 ANNUAL REPORT

1. SACE PRESENTATION TO PARLIAMENT 2013/14 ANNUAL REPORT 17 October 2014

2. Introduction (CEO) • The South African Council for Educators (SACE) is governed by a new Council, which was inaugurated on 15th August 2013 by the Minister of Basic Education. The new Council’s four-year term expires on 31st July 2017. The Chairperson is Ms Veronica Hofmeester and the Deputy Chairperson is Mr Sibusiso Mchunu. SACE derives its mandate from the SACE Act (No 31 of 2000). Council has jurisdiction over approximately 450 000 teachers. • SACE has functioned less than optimally due to the austere budget caused by savings for “the building reserve fund.” Through disciplined spending, Council has saved enough to purchase the building it currently occupies. The budget for the current year therefore eases by about 25%, which will optimize delivery. • SACE’s total revenue has been made up mainly of levies from educators amounting to approximately R55 million and a special Government grant of about R10 million. The grant has been utilized for expenses related to the Continuing Professional Teacher Development (CPTD) system, as per agreement. In spite of the budget constraints restricting output in SACE’s FIVE main areas of operation, SACE has delivered satisfactorily:

3. Introduction (CEO) 1. Council registered 25 314 new educators during the review period, leading to a total of 625 731 to date. Of these, 4682 were full registrations, leading to a total of 500147 to date and 20632 provisional registrations, currently standing at 108 951. 1630 provisional registrations were for foreign educators with a total of 16633 to date. Council employs a stricter vetting regime for incumbents to prevent usage of fraudulent documents and avoid entry into the profession of individuals who cannot be trusted with learners. This process will be strengthened further by operationalising protocols with the African Forum for Teaching Regulatory Councils (AFTRA). Current projects include initiation of on-line registration, validation, rapid response systems, and categorization of registration and tracking of levies due. 2. The Council received 582 complaints for the current year on top of a backlog of 180 from the previous year. 343 cases have been finalized, leaving a balance of 419 cases to be carried over. The low turnover was due to budget constraints. The current budget and a newly adopted methodology for case management will eliminate backlogs and ensure that cases are resolved within a four-month cycle. Council is presently involved in interactions with relevant authorities to develop a more streamlined approach to respond to educator misconduct and to ensure that sanctions are adhered to.

4. Introduction (CEO) 3. The Professional Development division has picked up momentum, signing over 40 000 school managers for participation in the Continuing Professional Teacher Development (CPTD) system, having conducted nationwide orientation sessions. Council has endorsed 245 programmes (bringing the total to 495). Council’s next challenges are to mobilize the classroom practitioners to engage in more professional development programmes and activities, and to liaise with Departments of Education and providers to ensure relevant and accessible provision. 4. SACE’s Research section has been involved in the following areas: • International migration of Teachers in South Africa; • Principals’ and Deputy Principals’ needs identification; • Teacher demand and supply; • Analysis of misconduct cases; and • Resource centre and virtual library. The section is busy finalizing proposals for professional standards and designations. The immediate challenge is to expand the section and optimise its mandate.

5. Introduction (CEO) 5. SACE excelled in its outreach activities, considering its minimal budget. Workshops and lectures were conducted in all the provinces covering all SACE’s operations. The Advocacy section managed SACE’s international engagements. SACE presides over AFTRA and attended its Conference and Round Table in Mombasa and its Steering Committee meetings in Accra and Pretoria. AFTRA seeks to professionalise teaching in Africa. To this end, SACE has lobbied its neighbouring countries to participate in AFTRA. The operational areas of SACE have been supported by sound administration and financial management. Thanks to the vigilance of Council, The Executive Committee, Finance and Audit Committee’s and efficient administration: • SACE’s finances are in good order; • Spending has been within budget; • Request for roll over is adequately motivated; • Procurement is effected as per legislative requirements; • Audit findings and recommendations have been followed up; and • SACE’s prognosis for future viability is good.

6. Introduction (CEO) Sincerest appreciation goes to: • Council and SACE Committees for their astute stewardship; • The Ministry and Departments of Education for sound leadership; • The Teacher Unions and other shareholders in Council for progressive direction and reliable support; • The SACE staff (of almost 100 members) for their loyal dedication; and • All Teachers for striving towards excellence in education.

7. Registration

8. registration • The Registration division’s strategic objectives are to: - Register educators who satisfy registration requirements for professionally qualified educators; - Update registration data; - Compile and maintain a sub- register of educators who are provisionally registered; - Maintain and sustain the credibility of the educator data base; and - Enhance the quality of the registration of teachers by introducing standards of entry into the profession.

9. Registration……… • SACE registers educators who are professionally qualified by having acquired a minimum three year post matric qualification. These are PTD and STD. Those with PTC are also registered even though their qualifications are below three year study. Our registration requirements make room for such educators as their qualifications were recognised previously even though they now have to upgrade their qualifications. • SACE is now moving to a four year teaching degree or equivalent. • Students who are studying towards teaching are allowed to register provisionally until they obtain their qualification. To make it easier for them, SACE does an on-site registration at the different universities in their final year of study. Upon graduation they are expected to bring their certificates in exchange for a SACE certificate. • Due to the complexity of education, we find many other professionals employed at schools as educators. There are many reasons given by the schools for this practice, from not getting qualified educators to the experience demonstrated by those employed. • As SACE we are therefore required to register them under the conditional category. They are allowed to teach for a period of 3years, and are expected to study for a formal qualification.

10. Registration…….

12. Strategy to validate data base • Cleaning and updating registration database by: • Working together with the department and all unions in ensuring that we receive accurate data on the educators; • Outreach activities are much more structured to ensure that all areas are covered, for outstanding registrations; and • Liaising with other authorities e.g. Persal, Home Affairs etc.

13. Professional Ethics

14. Professional Ethics Purpose: • To promote ethical conduct among educators through workshops, seminars, imbizo’s and the distribution of material that sets the standard of professional conduct; • To improve case management processes; and • To render support to schools, educators and stakeholders on ethical matters.

15. Case management • Every complaint that the Council receives is investigated either telephonically, by written correspondence or by conducting a physical investigation at a school. As soon as all information has been collected, it is referred to the Ethics Committee for direction. • The committee may recommend that an educator be charged, that a complaint be referred to a relevant authority, that a matter be mediated upon or that an advisory letter be forwarded to an alleged perpetrator. Should the Ethics committee recommend that charges be leveled against an educator, summons are issued against the educator and a hearing gets scheduled to take place at the earliest possible time. • Most of our disciplinary hearings take the form of peer adjudication, this means that educators serve as presiding officers and panelists, and pass judgment on their fellow educators accused of breaching the Code of Professional Ethics. Our panel members are trained on issues of law, disciplinary procedures and various other legal processes to enable them to effectively carry out these duties. • In the past financial year, the division has seen a sharp increase in the number of reported cases, especially in respect of educators who still apply corporal punishment, abuse learners sexually and educators assaulting one another within the school environment. This necessitated the division and ultimately Council to take a firm stance against this kind of abuse in an attempt to curb future occurrences.

16. Case management……. • The division’s performance for the year under review was severely and negatively affected by the financial allocation for the year 2013/14. The financial situation prevented the division from conducting and finalizing as many disciplinary hearings as it had planned to do. Where possible and with parties willing, the division had to find creative ways of engaging with complainants and alleged perpetrators to mediate disputes. Some cases warranted that disciplinary measures be taken. • SACE has also reviewed its disciplinary procedures to shorten the time frame allocated to deal with and finalise cases as speedily as possible. • SACE held workshops for both in-service and pre-service educators and these were mostly focused on corporal punishment and sexual abuse, to alert pre-service educators of the pitfalls that exist within the profession and the type of behavior they ought to display when in service. • SACE is currently planning a workshop on effective alternatives to corporal punishment , as this seems to be a challenge in most schools.

18. BREAKDOWN OF CASES RECEIVED FROM 01 APRIL 2013 TO 31 MARCH 2014 Total number of complaints received from 1 April 2013 to 31 March 2014 = 600 Types of offences or breaches

19. Total number of on-site investigations conducted from 1 April 2012 to 30 March 2014= 53 Total number of disciplinary hearings finalized from 1 April 2012 to 30 March 2013 = 21

23. Changes to planned targets • No changes were effected to the planned targets. • Overcoming Challenges • Non-finalization of cases is the lack of cooperation by the parents of abused learners; • This practice has impacted negatively on our operations, such that each year we have a lot of sexual abuse cases that are being carried over into the next financial year, not because they could not be closed, but we hope the cases get revived. • The battle against the abuse of learners is not about to be won until such time that these parents take the responsibility to protect their children and to support the SACE cause. • The second challenge that still prevails is that, many provincial departments still fail to report matters that have been received, processed and/or finalised by them. We will however, continue to engage with provincial departments of Education to realise this purpose. • The third challenge is clearing the backlogs. We now have trained a large group of panelists to help with investigations and hearings. A four month turnaround is our goal.

24. This practice has impacted negatively on our operations, such that each year we have a lot of sexual abuse cases that are being carried over into the next financial year, not because they could not be closed, but because we always live with the hope that the parent will one day come to his or her senses. Some get withdrawn, not because they could not be finalised but because parents chose to stifle and ultimately fail the system and by so doing, allowing an abuser to roam the school premises freely and continue to prey on other vulnerable learners. The battle against the abuse of learners is not about to be won until such time that those parents come to the party and take the responsibility to protect their children and to support the SACE cause. The other challenge that still prevails is that, while it is a statutory requirement that all disciplinary matters that have been reported to provincial departments be brought to the attention of SACE, such still remain a challenge as many provincial departments still fail to report matters that have been received, processed and finalised by them. We will however, continue to engage with provincial departments of Education to realise this purpose.

25. PROFESSIONAL DEVELOPMENT AND RESEARCH

26. INTRODUCTION AND BACKGOUND Professional Development and Research on Professional Matters 2013/14 Focus Areas: • Establish SACE Provincial Presence for the implementation of the CPTD Management System • CPTD and Orientation and Sign-Up for the Principals and Deputy Principals • Approve Providers • Endorse PD Activities / Programmes • Conduct Research • SACE Professional Magazine • Monitoring and Evaluation of the CPTD Management System

27. SACE PRESENCE IN THE 9 PROVINCESFOR THE IMPLEMENTATION OF THE CPTD MANAGEMENT SYSTEM Achieved: • The CPTD Status Report (2012) raised some issues concerning the lack of SACE offices in provinces. Issues raised in the CPTD status report include, amongst others, the following: • Challenges around reporting channels and accountability to SACE if the CPTD management system is coordinated by the PEDS • Continuing professional development is a provincial matter and therefore SACE need to have presence in provinces during the implementation stage • The PEDs are providers of professional development and therefore issues of conflict of interest need to be looked at quiet carefully. • SACE Provincial Presence Concept Developed and Approved by Council for implementation – Some learning experiences from the DBE’s IQMS Moderators Model • Nine (9) SACE CPTD Provincial Coordinators posts advertised and 6 appointed by the end of the 2013/14 financial year – Re advertisement • The SACE CPTD Provincial Coordinators are working in collaboration with Teacher development / Curriculum directorates in the Provincial Education Departments in terms of implementing and monitoring the implementation of the CPTD Management System. • SACE Capacity to be strengthened, especially for monitoring and support at district and school levels

28. Achieved: • The CPTD Status Report (2012) raised some issues concerning the lack of SACE offices in provinces. Issues raised in the CPTD status report include, amongst others, the following: • Challenges around reporting channels and accountability to SACE if the CPTD management system is coordinated by the PEDS • Continuing professional development is a provincial matter and therefore SACE need to have presence in provinces during the implementation stage • The PEDs are providers of professional development and therefore issues of conflict of interest need to be looked at quiet carefully. • SACE Provincial Presence Concept Developed and Approved by Council for implementation – Some learning experiences from the DBE’s IQMS Moderators Model • Nine (9) SACE CPTD Provincial Coordinators posts advertised and 6 appointed by the end of the 2013/14 financial year – Re advertisement • The SACE CPTD Provincial Coordinators are working in collaboration with Teacher development / Curriculum directorates in the Provincial Education Departments in terms of implementing and monitoring the implementation of the CPTD Management System. • SACE Capacity to be strengthened, especially for monitoring and support at district and school levels SACE PRESENCE IN THE 9 PROVINCESFOR THE IMPLEMENTATION OF THE CPTD MANAGEMENT SYSTEM

29. SACE PRESENCE IN THE 9 PROVINCESFOR THE IMPLEMENTATION OF THE CPTD MANAGEMENT SYSTEM Achieved: • The CPTD Status Report (2012) raised some issues concerning the lack of SACE offices in provinces. Issues raised in the CPTD status report include, amongst others, the following: • Challenges around reporting channels and accountability to SACE if the CPTD management system is coordinated by the PEDS • Continuing professional development is a provincial matter and therefore SACE need to have presence in provinces during the implementation stage • The PEDs are providers of professional development and therefore issues of conflict of interest need to be looked at quiet carefully. • SACE Provincial Presence Concept Developed and Approved by Council for implementation – Some learning experiences from the DBE’s IQMS Moderators Model • Nine (9) SACE CPTD Provincial Coordinators posts advertised and 6 appointed by the end of the 2013/14 financial year – Re advertisement • The SACE CPTD Provincial Coordinators are working in collaboration with Teacher development / Curriculum directorates in the Provincial Education Departments in terms of implementing and monitoring the implementation of the CPTD Management System. • SACE Capacity to be strengthened, especially for monitoring and support at district and school levels

30. CPTD ORIENTATION AND SIGN-UP FOR PRINCIPALS AND DEPUTY PRINCIPALSTARGET : 40 747

31. CPTD ORIENTATION AND SIGN-UP FOR PRINCIPALS AND DEPUTY PRINCIPALS Not Achieved: • 24 305 principals and deputy principals signed-up for the CPTD Management system the end of the financial year – 31st March 2014

32. CPTD ORIENTATION AND SIGN-UP.....

33. CPTD ORIENTATION AND SIGN-UP VARIANCE AS AT 31ST MARCH 2014 • Limpopo, Eastern Cape, Northern Cape • Varying statistics between DBE and PEDs • Independent schools • Additional forms lying in provinces • PEDs post basket v/s filled posts • Merging of small / farm schools • Moving principals and deputy principal target – attrition (resignation, retirement, deceased) • Aging management and leadership • Processes for addressing the variance • Database clean-up process and linkages with the development of LURITS 2 • Data reconciliation with PEDs, DBE (EMGD and LURITS) • Involvement of the SACE CPTD Provincial Coordinators • Provincial Visits and Engagements

34. PRINCIPALS AND DEPUTY PRINCIPALS SIGN-UPS PER PROVINCE – as at 30 September 2014

35. Current Status Since 01st April number of processes were put in place to enhance the principals and deputies participation rate in provinces:

36. SACE • Orientation and Sign-ups • Participation in the three year cycle • Approval of Providers • Pre-Endorsed PD Activities (Point Schedule) and Endorsed PD Activities • Monitoring and Evaluation OVERVIEW OF THE PROCESS OVER THE THREE YEAR CYCLE Teacher identify PD needs (IQMS, ANA, NSC Diagnostic Reports) Cycle completed. Certificate: Bronze (150) Silver (150 to 300) Gold (300+) Teacher engages in 3 types of PD Activities ... Points Earned on PD activities by teachers Upload PD Activities and Earned Points on the CPTD Information System (CPTD-IS) Reflection and Evidence of Participation: Professional Development Portfolio

37. PROFESSIONAL DEVELOPMENT PORTFOLIO – PRINCIPALS AND DEPUTIES • Professional Development Portfolio (PDP) Guidelines and Templates for Principals and Deputy Principals • PDP Templates available • Online through the CPTD Self-Service Portal • Offline copies / Soft copy – SACE website) • youtube - http://www.youtube.com/watch?v=BXxWIgo9VcI • PDPs are used by principals and deputies to: • Plan for their continuing professional development • Record and reflect on their participation in Professional Development activities / programmes PDP Guidelines – Soft copy (SACE website) • Report their participation to SACE twice a year (May/June and October/November) • PDP – Monitoring and Support Tool • Participation in the CPTD System • Uptake of PD activities • Impact / Effect of PD Uptake on Performance

38. 150 APPROVED PROVIDERS AND 450 ENDORSED PD ACTIVITIES / PROGRAMMES

39. PROVIDER APPROVAL Not Achieved • A total of I64 New provider approval applications were received during the 2013/14 financial year • From the 164 received applications the following process took place: • 99 providers were approved • 65 were not approved • Reasons for variance: • The advocacy for provider submission had not reached the majority of providers. • There is higher concentration of providers in Gauteng than in other provinces • Fewer providers in as far as provision for teacher development is concerned • providers not meeting all aspects of the SACE criteria for approval were not considered until SACE introduced the third category of emerging providers • As a way of strengthening advocacy and provider support, provider sessions were initiated and two provider forums were held in Gauteng and Limpopo provinces by the end of the financial year. • Additional provider forum sessions were held in the Eastern Cape and Kwazulu-Natal provinces between April and September 2014 • A CPTD Newsletter has been introduced as well

40. ACTIVITY / PROGRAMME ENDORSEMENT Not Achieved • 641 new endorsement applications were received for the period under review ere processed as follows: • 245 PD activities/programmes were endorsed and the majority of these are from the private providers; • 114 were not endorsed – Support and re-submission process underway • 109 have been evaluated and awaiting the endorsement process in the new financial year. • 91 have not been evaluated fully (3 evaluators per activity principle) • 12 were irrelevant for teachers; • 20 were rejected because of incomplete documents • 50 activities / programmes have not been evaluated as yet. • Endorsed activities/programmes cover a wide range of topics and areas, such as, • ICT • Leadership and Management • Communications • Mathematics • Physical science • Special education needs • School Discipline • Policy development and implementation • Gaps around Teaching children how to read • Revision of the catalogues

41. Other CPTD System Key Achievements – 2013/14 Financial Year • CPTD System Launch – 28 March 2014 • CPTD Management System Capacity building / information sharing sessions for 998office-based educators responsible for supporting educators at all levels: • Enhanced working relations between SACE and the PEDs, including stakeholders, on the implementation of the CPTD Management System • Functional CPTD Information System with self-service web portal for teachers, schools, providers, and evaluators (www.sace.org.za) • Instructional DVD for the CPTD Self-Service Web Portal • CPTD System mobisite (www.sace.cptd.gov.za) • CPTD Self Service Walk-in Centre at SACE • Administered 12 200 principals and deputy principals needs identification survey through the CPTD Orientation and sign-up sessions ADVOCACY AND COMMUNICATION • Two months radio campaign that consisted of adverts and interview sessions on all the SABC radio stations • Slots in teacher unions and South African Principal Associations’ conferences at different levels • Exhibitions in various educational gathers • Posters and brochures sent to all the schools • Utilisation of the SACE website for the CPTD information, support material and updates

42. Other CPTD System Key Achievements – 2013/14 Financial Year • Advertorial articles in national newspapers • SACE Stakeholder Forum • The following sets of the CPTD orientation, sign-up and advocacy/communication material were developed and distributed to the educators widely and through stakeholder conferences: • 60 000 CPTD System Handbooks; • 60 000 CPTD System Brochures; • 30 000 CPTD System Posters; • 100 000 Z-Folders on the relationship between the IQMS and the CPTD Management System; • 30 000 CPTD Self-Service Instructional DVDs; and • 30 000 Educators’ Guide on How to Participate in a three-year CPTD cycle; and • 30 000 CPTD system orientation and sign-up workshop booklets for principals and deputy principals. The booklets have the CPTD system presentation, Professional Development Portfolio, Manual sign-up forms, and Professional Development Points schedule

43. 2013/14 Policy and Research Activities

44. FINANCIAL Report

45. Auditor’s report • Statements fairly represent financial position of SACE • The report is unqualified • Underperformance observed on case management and Research objectives • Corrective measures in place for the current

46. STATEMENT OF FINANCIAL POSITION

47. STATEMENT OF FINANCIAL POSITION(CONT..)

48. Notes • Total assets increased by 15%. • Cash equivalents increased by 43%( building reserve fund). • Included in current liabilities is R4.7mil differed government subsidy, by agreement. • Financial position of council is positive.

49. STATEMENT OF COMPREHENSIVE INCOME

50. Notes • Revenue increased by 6% (registration fees). • Council increased registration related fees w.e.f. 01.09.2013 as follows : S A educators from R60 to R200 :Foreign educators from R120 to R400 :Renewal of provisional certificates from R0 to R50 • R10.4 mil of R15 mil was spent on CPTD • Unspent funds deferred to the following year • The property in Visagie str. Pretoria was valued at R10.5 mil and sold for R9 million, hence loss on sale of non-current asset of R1.5 mil. • Planned surplus of R13 mil was for the purchase of the building. • Approval obtained to purchase the building; And • Provincial offices to open in three provinces.