PORTFOLIO COMMITTEE ON BASIC EDUCTATION MEETING

22 SEPTEMBER 2015CAPE TOWN

STATUS OF FUNCTIONALITY OF TEACHER CENTRES IN THE BASIC

EDUCATION SECTOR

PURPOSE For the Portfolio Committee to note progress made in Teacher Centres:• Background• Location of Teacher Centres within DBE• Findings of Teacher Centres’ audit: Provincial Teacher Development Institutes; Number of Teacher Centres; Functionality of centres; Programmes offered; and Challenges.• Progress made by DBE • ICTs in Teacher Centres• Roles and responsibilities of DBE and PEDs

BACKGROUND

The Integrated Strategic Planning Framework for

Teacher Education and Development (ISPFTED) calls

for the establishment and strengthening of PDTIs and

DTDCs.

PTDIs are physical sites that will serve as the base from

which provinces coordinate and deliver all national and

provincial priority Continuous Professional Development

(CPD) course.

The following figure indicates the location of these

centres within the Department of Basic Education:

NTEDCNICPD

Teacher Unions SACE

EDTP SETA

HESA-EDF

TEIsTSs PPSs

PTECs

NATIONALLEVEL

CEM

HEDCOM

CEM

HEDCOM

PDTIs

PEDs

PROVINCIALLEVEL

DTDCsPLC

PLCPLC

PLC

These are also called ERCs, ICT

Resource Centres, School based

Teacher CentresDISTRICTLEVEL

DHETDBE

SC

SC

SC

SC

YOUTH & COMMUNITY DEVELOPMENT

FINDINGS OF TEACHER CENTRE AUDIT

• The Department conducted an audit of all Teachers Centres in 2014.

• The focus was on established PTDIs and DTDCs, physical location, infrastructure, management, resources, programmes offered and general functionality.

• The findings are indicated in the following slides:

FINDINGS: PROVINCIAL TEACHER DEVELOPMENT INSTITUTES(PTDIs)

Currently, five (5) provinces have established

PTDIs. These include the Eastern Cape (EC),

Gauteng (GP), KwaZulu-Natal (KZN), Limpopo

(LP) and the Western Cape (WC).

The following are still the in the process of

establishing them: Free State (FS),

Mpumalanga (MP), Northern Cape (NC) and

North West (NW).

FINDINGS: NUMBER OF TEACHER CENTRES

5

3

16

5

49

249

1721

• A total number of 147 audits were conducted and distributed as follows in the different provinces:

FINDINGS: STATUS OF FUNCTIONALITY

Province No of Centres

Centres with ICT

Labs

Connectivity Teacher Centres with Programmes

Access to Emails

Functional

EC 16 9 6 12 16 6

FS 5 4 4 4 5 4

GP 21 13 9 17 21 7

KZN 49 35 19 38 47 28

LP 9 8 8 9 8 8

MP 17 12 6 16 17 6

NC 3 (2) 5 5 5 5 5

NW 24 16 5 14 23 7

WC 3 3 3 3 3 3

TOTAL 147 105 65 118 145 74

Knowledgeable and productive Centre Manager;

Availability of ICTs;

Connectivity of the Centre;

Number of Teacher Development Programmes;

Availability of training spaces;

Frequency of Teacher training workshops

conducted; and

Community programmes provided such as youth

programmes.

INDICATORS FOR FUNCTIONAL TEACHER CENTRE

• EFAL CiPELT Training;

• CAPS content training in all subjects;

• MST teacher training;

• Principals and SMTs training;

• ICT Leadership and Integration into teaching and learning by

Schoolnet;

• Library services provided;

• A+ ICT programme for the youth;

• Self-Diagnostic Assessments for teachers; and

• Sign-up for the CPTD SACE points;

PROGRAMMES CURRENTLY OFFERED IN TEACHER CENTRES

CHALLENGES

Some of the centres do not have good infrastructure and lack

training spaces, especially school or district offices based;

Staffing continues to be a challenge in most of the centres. A

common trend on staffing amongst existing centres is to have a

Centre Manager x1; Clerk, and General Assistants (GAs);

Some Subject Advisors (SA) are not based in the centres; hence

Teacher Centres have minimum human resources that drive teacher

development;

Very few centres have training schedules and viable training

programmes as a result of the location of SA at District offices;

CHALLENGES – (Cont)

In most centres, teacher support/training is not provided on a daily/regular

basis due to the general lack of capacity;

This challenge needs to be addressed through the Norms and

Standards; &

Challenges with allocation and access to budgets; security, staffing and

infrastructure and the role of districts in Teacher Centres pose threats.

PROGRESS MADE BY DBE

• In the process of resuscitating the concept of Teacher Centres, the Department has forged partnerships with stakeholders like Vodacom, Mindset, Microsoft, Cisco and UNISA and UNICEF.

• Teacher Centre Managers were trained on management and leadership of these centres;

• E-learning specialists have been trained on the ICT Integration Programme which focuses on developing the skills of teachers to integrate ICTs into their teaching and learning programmes, as well as promote the utilisation of technologies to support curriculum delivery for improved learning outcomes; and

• A number of apps have been developed with partners such as the Ukufunda Virtual School, Teacher Communicator app and many more.

Building FUNCTIONAL

PDTIs & Teacher Centres

ICT RESOURCES in all Centres (with Vodacom,

UNISA, Cisco, Mindset)

MANAGEMENT TRAINING COURSE

Centre Manager MANUAL

(Digital & Print )

ICT INTEGRATION

TRAINING for Core Team of 50

National eLearning & Subject Advisors

AUDIT OF

PROGRAMS &

INFRASTRUCTURE

MINIMUM NORMS &

STANDARDS

MOBILE PLATFORM

S(ukuFUNDA, DBE

Cloud)

MINIMUM NORMS & STANDARDS FOR TEACHER CENTRES

Defines the minimum requirements for Teacher Centres to be functional

Continuing AUDIT & MONITORING OF PROGRAMS

& INFRASTRUCTURE

DRAFT: NORMS AND STANDARDS FOR TEACHER CENTRES

• The norms and standards aim to provide a regulatory framework to

address some of the core issues related to the roles of institutes and

centres, with particular focus on infrastructure and equipment, staffing,

governance and management, and funding.

• Furthermore enhance the functionality of PTDIs and DTDCs, ensure

that they function as one integrated system and make a meaningful

contribution towards the strengthening of teacher development and

support.

• In order to successfully implement Provincial Teacher Development

Institutes (PTDIs) and District Teacher Development Centres (DTDCs),

the norms and standards specify requirements on the following issues:

DRAFT: NORMS AND STANDARDS FOR TEACHER CENTRES

(1) Link of the NICPD, PTDIs and DTDCs, governance and management;

(2) The funding model;

(3) Human Resources: Post Provisioning of PTDIs and DTDCs

(4) Physical Resources;

(1) Physical Infrastructure;

(2) Tools and Equipment;

(3) Resourcing for Maintenance; and

(4) Resourcing for Practical Work.

(5) Feeder Areas: Linking of centres with schools;

(6) Teacher Development Programmes; and

(7) Redress

(a)These Norms and Standards are currently being finalised after receiving comments from the public.

ICT RESOURCES IN ALL CENTRES

VODACOM

MINDSET UNISA CISCO

81 Centres by March 2016

Balance of Centres by

2017

82 Centres provided by

December 2014

34 Centres by March

2017

10 Centres by March

2017

VODACOM COMMITMENTS61 Centres done by March 2015

20 Centres by end Nov 2016

Balance of Teacher Centres by 2017

34 laptops 16 Desk tops

1x Interactive Whiteboard

1x Data Projector1x Printer5x Kindles

1 x Mindset Solution Microwave Connectivity

Technologies for Inclusive Education 1x e-Beam

ICT Integration Training of Teachers in 30 schools per

CentreBaseline Study of 333

schools

30 LaptopsData Projector

1 x Printer1 x Interactive

Whiteboard1x e-BeamMicrowave

Connectivity

VODACOM COMMITMENTS (Cont)

Digital Classroom Portal containing information about Centres & digital content

Zero-rating dedicated digital content sites (DBE, Mindset, Siyavula)

Webinars for Grades 10-12 Math and Physical Science

Monitoring, Evaluation and Impact Study

MICROSOFT COMMITMENTS

Explore 81 Centres at IT Academies to support skill development for youth and teachers

Run National Core ICT Training for Team of 50 Master Trainers in all provinces

Support University Accredited Course for ICT Champions

Support large scale roll-out of teacher development via Teacher Centres

MINDSET COMMITMENTS

82 Centres by December 2014 equipped with

Satellite Dish`Content ServerWifi Access Point

LCD TVsOn-demand content:

1500 hours of video print CAPS-aligned content

Access to Mindset TV Channels: Mindset Learn & Mindset Health

UNISA COMMITMENTS

34 Centres by March 2017

30 Laptopsdesks,

FurnitureVideo Conference Facilities,

Unlimited WifiMicrowave Connectivity

Call Centres

CISCO COMMITMENTS

CEEDBOX SOLUTION IN ALL Centres

This is technology that allows bi-directional distance learning

It includes access to Cisco IT Academy Training which includes

the International Computer Drivers Licence

UKUFUNDA MOBILE PLATFORM

ANA- support Applications

Self-Diagnostic Assessment Tool

to determine Content

Knowledge of Teachers

Calendar App to Monitor Events

at Teacher Centres

CAPs-aligned digital Content

Apps for teachers, learners,

parents, and education

communities

MPROGRAMMES

OPTIMAL USE OF ICT TO SUPPORT PROGRAMMES

Improve ANA

performance

Workbook Utilization

Teacher Training

Subject Advisor Training

Subject Specific Training

Research Monitoring &

Evaluation

ROLE OF DBE

• Ensure uniform standards and good practices in all provinces;

• Encourage provincial budgeting for Teacher Centres;

• Encourage alignment and synergy between Teacher Development; Curriculum and ICT Units;

• Develop a national calendar for Teacher Development Programmes; and

• Mobilise resources and keep a database of all DBE partners.

Website: www.education.gov.zaCall Centre: 0800 202 933 | callcentre@dbe.gov.za

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOU