Portfolio Committee on Education Report on Funza Lushaka bursaries 28 - 29 June 2011

1. Portfolio Committee on Education Report on Funza Lushaka bursaries28 - 29 June 2011

2. Funza Lushaka Bursary • Background and context • Trends 2007 -2010 • Analysis of bursars employed as at end 2010 • Tracking of Funza Lushaka bursars • Some key challenges • Way forward • Profiles of bursars • Analysis of 2009 qualifying bursars (2010 placement in posts) • Analysis of 2010 bursars • Reapplications for 2011 award of bursary • New applications for 2011 award of bursary

3. Background and context • Current data shows that there could be shortages in teachers in the foreseeable future. Profile of teachers in 2009 drawn from Persal indicates that • 1.9% of the teaching force (±7,220 teachers) in public schools is in the age range of 60 years and above, • 22% (±83,000 teachers) are in the age range of 50-59 years, • 43.5% (±163,590 teachers) are in the age range of 40-49 years 2. In 10-15 years, up to 90,000 teachers could exit the system through retirement

4. Background and context • 3. The challenge of potential shortages is addressed in a range of strategies outlined in DBE strategic documents • The Delivery Agreement and Action Plan to 2014 - Need to improve providing the education system with quality, young teachers • Rigorous recruitment of young people into teaching, to be measured by the number of newly qualified teachers 30 years and younger joining the education system each year (Goal 14) • The Funza Lushaka bursary scheme is seen as one of the mechanism to be used to enhance access for high achieving students to qualify as teachers. The scheme needs to be aligned to PDE bursaries.

7. Output 2007 - 2010 N =5534

8. 2007 -2009 graduate bursars in provincial educator posts based on PERSAL data (31 Dec 2010)

11. Placement rate at a given point based on Persal downloads

12. Tracking of bursars • Tracking of Funza Lushaka bursars involves three broad areas: • Monitoring academic progress Every year, institutions are required to submit academic results of bursars. This is used as a basis to confirm re-award of bursaries. • Monitoring of placement in provincial teaching posts Persal download information is used to determine the number of Funza Lushaka bursars employed in public funded posts. This need to be supplemented by SARS data to identify bursars employed in private schools and other sectors. • Defaulter management Students who opt to defer their service obligation due to reasons such as wanting a gap year, travelling overseas or taking up further study, are handed over to NSFAS who financially administers the programme to recover bursary funds with interest. 1212

13. Some key challenges • FL only funds 25% of students enrolled for ITE, and only nationally identified priority areas • Inadequate information on teacher demand – This often results in a mismatch between output and demand. • Priority areas for Funza Lushaka - align to demand data and revised annually to be responsive to need. • Recruitment and awarding of bursaries should be responsive to demand to avoid over-supply, and is essential for improved placement. • Placement of qualifying bursars is highly dependant on availability of demand data (identification of vacant posts). 1313

14. Some key challenges cont. • Provincial-District-School systems and processes to enable uptake of qualifying bursars • Inadequate systems and processes to identify suitable posts, consult the SGBs as per Section 6A of Employment of Educators’ Act, and make offers to students before academic year starts. • Placement of graduate bursars not yet at required efficiency levels. • Lack of accommodation and transport provision to enable placement in remote areas. • University administrative support for the scheme • Some delays in finalizing selection of bursars. Financial support is required to ensure dedicated personnel. 1414

15. Way forward • There is a focus on enhanced bursary funding schemes for initial teacher education which will involve alignment with provincial bursaries • A questionnaire was sent to provinces in March to ascertain the profile of bursaries awarded by PDEs for initial teacher education. A report to be finalised in June 2011. • An inter-provincial meeting is scheduled for July 2011 to discuss strategies to align recruitment and awarding of bursaries to provincial needs, to ensure appropriate targeting. • Persal data is being analysed to established areas that are easy to place qualifying Funza Lushaka bursars, and school enrolment data is being analysed to inform revision of the list of priority areas. 1515

16. Way forward • Treasury has allocated an additional R200m in 2012/13 and R396m in 2013/14, hence more students will be funded • To support the increased allocations and challenges in placement, a dedicated unit will be established to help strengthen placement • Creative ways for recruitment to ensure appropriate targeting will be implemented 1616

23. Analysis of 2010 qualifying bursar for 2011 placement

24. IP learning specialisation 2010 qualifying bursars

25. SP learning specialisation 2010 qualifying bursars

26. FET subject specialisation 2010 qualifying bursars