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3SOUTH AFRICAN COUNCIL FOR EDUCATORS
SOUTH AFRICAN COUNCIL FOR EDUCATORS
ANNUAL REPORT
2015/2016 FINANCIAL YEAR
4 ANNUAL REPORT | 2015/2016
CONTENTS
PART A: GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1. PUBLIC ENTITY’S GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
2. LIST OF ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3. FOREWORD BY THE CHAIRPERSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4. CHIEF EXECUTIVE OFFICER’S OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
5. APPENDIX TO CEO OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
6. STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT . . . . . 17
7. STRATEGIC OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
7.1. Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
7.2. Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
7.3. Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
8. LEGISLATIVE AND OTHER MANDATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
9. ORGANISATIONAL STRUCTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
PART B: PERFORMANCE INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1. AUDITOR’S REPORT: PREDETERMINED OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2. SITUATIONAL ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.1. Service Delivery Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.2. Organisationalenvironment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.3. Keypolicydevelopmentsandlegislativechanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.4. Strategic Outcome Oriented Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3. PERFORMANCE INFORMATION BY PROGRAMMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3.1. REGISTRATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3.2. PROFESSIONAL ETHICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.3. PROFESSIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.4. POLICY AND RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
PART C: GOVERNANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
2. PORTFOLIO COMMITTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
3. EXECUTIVE AUTHORITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
4. THE ACCOUNTING AUTHORITY / BOARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5. RISK MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
6. INTERNAL CONTROL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
7. INTERNAL AUDIT AND AUDIT COMMITTEE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
5SOUTH AFRICAN COUNCIL FOR EDUCATORS
8. COMPLIANCE WITH LAWS AND REGULATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
9. FRAUD AND CORRUPTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
10. MINIMISING CONFLICT OF INTEREST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
11. CODE OF CONDUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
12. HEALTH SAFETY AND ENVIRONMENTAL ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
13. AUDIT COMMITTEE REPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
PART D: HUMAN RESOURCE MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . 79
1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
2. HUMAN RESOURCE OVERSIGHT STATISTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
PART E: FINANCIAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
1. REPORT OF THE EXTERNAL AUDITOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
2. ANNUAL FINANCIAL STATEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
6 ANNUAL REPORT | 2015/2016
MS VERONICA HOFMEESTER
CHAIRPERSON
MR REJ BRIJRAJ
CHIEF EXECUTIVE OFFICER
MS MATSELISO DIPHOLO
CHIEF OPERATIONS OFFICER
MS ELLA MOKGALANE
SENIOR MANAGER: PROFESSIONAL DEVELOPMENT,
POLICY AND RESEARCH
MR MORRIS MAPINDANI
CHIEF FINANCIAL OFFICER
7SOUTH AFRICAN COUNCIL FOR EDUCATORS
PART A: GENERAL INFORMATION
8 ANNUAL REPORT | 2015/2016
1 . PUBLIC ENTITY’S GENERAL INFORMATION
REGISTERED NAME: SouthAfricanCouncilforEducators
REGISTRATION NUMBER: Act31of2000
PHYSICAL ADDRESS: CrosswayOfficePark,Block1240LenchenAvenueCenturion0046
POSTAL ADDRESS: Private Bag x 127Centurion0046
TELEPHONE NUMBER/S: 012 663 9517
FAX NUMBER: 012 663 9238
EMAIL ADDRESS: [email protected] / [email protected]
WEBSITE ADDRESS: www.sace.org.za
EXTERNAL AUDITORS: Nexia SAB&T119Witch-HazelAvenue,HighveldTechnopark,Centurion,0157
BANKERS: NedbankLimited
COMPANY/ BOARD SECRETARY Mr R. Brijraj
9SOUTH AFRICAN COUNCIL FOR EDUCATORS
2 . LIST OF ACRONYMS
ACSI AssociationofChristianSchoolsInternational
AET AdultEducationandTraining
AFTRA AfricanForumofTeachingRegulatoryAuthorities
AU AfricanUnion
BEd BachelorofEducation
CAPS Curriculum and Assessment Policy Statement
CEPD CentreforEducationPolicyDevelopment
CHE CouncilonHigherEducation
CPTD ContinuingProfessionalTeacherDevelopment
CSVR CentrefortheStudyofViolenceandReconciliation
CUT,FS CentralUniversityofTechnology,FreeState
DBE DepartmentofBasicEducation
ECD EarlyChildhoodDevelopment
EI EducationInternational
ELRC EducationLabourRelationsCouncil
ETDP-SETA EducationandTrainingDevelopmentPracticesSectorEducation&TrainingAuthority
FET FurtherEducationandTraining
GCIS GovernmentCommunicationandinformationSystems
HEDCOM HeadsofEducationDepartmentsCommittee
HIV HumanImmunodeficiencyVirus
HOD HeadofDepartment
HPCSA HealthProfessionsCouncilofSouthAfrica
HSRC HumanSciencesResearchCouncil
IFTRA InternationalForumofTeachingRegulatoryAuthorities
JPTD JuniorPrimaryTeachersDiploma
NAISA NationalAllianceofIndependentSchoolsAssociation
NAPTOSA NationalProfessionalTeachersOrganizationofSouthAfrica
NASGB NationalAssociationofSchoolGoverningBodies
NATU NationalTeachersUnion
NPFTED NationalPolicyFrameworkonTeachersEducationandDevelopment
NWU North-WestUniversity
PEDs ProvincialEducationDepartments
PEU ProfessionalEducatorsUnion
10 ANNUAL REPORT | 2015/2016
PFMA Public Finance Management Act
PGCE PostgraduateCertificateinEducation
PTC PrimaryTeachersCertificate
PTD PrimaryTeachersDiploma
SACE SouthAfricanCouncilforEducators
SADC SouthernAfricaDevelopmentCommunity
SADTU SouthAfricanDemocraticTeachersUnion
SAOU Suid-AfrikaanseOnderwysunie
SAPA SouthAfricanPrincipals’Association
SAQA SouthAfricanQualificationsAuthority
SNAT SwazilandNationalAssociationofTeachers
STD SecondaryTeachersDiploma
TB Tuberculosis
TUT TshwaneUniversityofTechnology
UKZN UniversityofKwaZulu-Natal
VVOB The)FlemishAssociationforDevelopmentCooperation&TeacherAssistance
WTD WorldTeachers’Day
11SOUTH AFRICAN COUNCIL FOR EDUCATORS
3 . FOREWORD BY THE CHAIRPERSON
The South African Council for Educators (SACE) has just completedthreeyearsof its four-year termofofficewhichexpireson31 July2017. The period under review, the 2015/16 fiscal year, has beensignificantformanyreasons.
UnderthesupervisionofCouncil,SACEsatisfactorilydeliveredonallofitsmandates.Itwillbeobservedthatsomesignificantoutputdeviationsfrom targetswere realised. It is still difficult to scientificallypredictprospective registrations, professional development specifics andCodeviolationcomplaints.Thefluidityoftheeducationalenvironmentand the complexity of factors impacting on this terrain, account forthedeviations.ResourcewithinCouncilconstraintsfurthercomplicatepredicted outputs.
The accompanying narratives will give clarity.SACE has at long lastestablisheditspresenceasakeyeducationalentity.
SACE leadstheAfricaFederationofTeacherRegulatoryAuthorities(AFTRA),whichnowhas20membersand15associatemembers.TheCEOofSACEisthePresidentofAFTRA.SACEneedstobecommendedontakingtheinitiativeinspreadingprofessionalisminAfrica.SACEisalsoafoundingmemberoftheInternationalForumofTeacherRegulatoryAuthorities(IFTRA)whichmeetstri-annually.
CouncilandtheSACEstaff,undertheleadershipoftheCEOhavedonegoodworkincarryingforwardthelegalandadditionalmandatesofSACE.Thetimehasnowcomeforreflection,enhancementandharddecisions.
ThesecondareaforconsiderationistheenhancementofSACE.SACECouncilmustconcludeandpronounceonissuesofitsautonomyandindependancebeforeitconcludesitstermofoffice.TheMinisterialTaskTeam(MTT)ReportofMay2016on“sellingofposts”allegesthatSACEispartialtoanddominatedbyoneunionwhichisaffiliatedtoonepoliticalparty.ItsstrongrecommendationisthatSACEneedstobe“re-conceptualised”.Thisgauntletmustbetakenupandgiventheseriousattentionitdeserves.Inmyview,thiscouldconstitutethemainbusinessofCouncilthisyear.
Mostimportantly,SACEmusttakecontrolofteacherprofessionalismissuesandholisticeducation.SACEmustclaimtherightstoqualityassureInitialTeacherEducation(ITE)programmes,overseeandgrantdifferentlevelsandcategoriesofregistrationandsetstandardsthatareadheredto.SACEmusthavearoletoplayinteacherpromotion.Theprofessionaldevelopmentofteachersmustleadto:
- improved learner output;
- totaldevelopmentoflearners,includingartsandsportsskills;
- promotionofvaluesandattitudesconsistentwiththeSouthAfricanConstitution;and
- inculcationofpatriotismtoSouthAfricaandAfrica.
MS VERONICA HOFMEESTER
CHAIRPERSON
12 ANNUAL REPORT | 2015/2016
For,afterall,developingteacherprofessionalismiskeytonationbuilding.
IthereforeurgeCounciltogivethemattersraisedabovetheattentionandresourcesrequired.
MyspecialthanksgotoCouncilandCommitteemembers,stakeholdersandSACEstaffforthegoodworkdone.
Ms.VeronicaHofmeesterSACEChairperson31March2016
13SOUTH AFRICAN COUNCIL FOR EDUCATORS
4 . CHIEF EXECUTIVE OFFICER’S OVERVIEW
Background
TheSouthAfricanCouncilforEducators(SACE)turns20thisyear.Itwasconceivedin1994byconsensusofeducationalstakeholders,launchedin1995,bythethenMinisterofEducation,ProfessorBhenguandbeganitsconstruction in1996under theauspicesof theEducationLabourRelationsCouncil (ELRC). SACEwas resourcedby theDepartmentofEducation(DBE)andtheELRCinitsearlyyears.
TheSACEAct(No31of2000)grantedtheCouncilitsstatutorystatusto implement itsmandatesofcompulsoryregistration,promotionofprofessionaldevelopmentandimplementationoftheCodeofEthics.
The Basic Laws Amendment Act (BELA – No15 of 2011) furtherempowered SACE to manage the Continuing Professional Teacher
Development(CPTD)system.
SACE has come a long way. Today SACE has about 100 staff members and approximately 100 professionalvolunteersassistingSACEwithspecificfunctions.Ithasitsownfour-storeybuildinginCenturion,PretoriaandrentsprovincialofficesinDurbanandBloemfontein.
Achievements
Thefollowingachievementshavebeenattainedduringthefinancialyearunderreview:
• Mostteachersareregisteredandarepractisinglawfully.
• Over90%ofseniorstaffatschoolshavesigned-onintotheCPTDsystem.
• TeacherslargelyabidebytheSACECodeofEthics.ThenumberofCodeofEthicsviolationshavestabilised.
• SACE’sResearchDepartmentnowproducesresearchtoinformthedevelopmentofSACEspecificallyandteacherprofessionalismgenerally.
• The Advocacy effort has ensured that SACE has more visibility in the country, in Africa and on theinternationalstage.
• TheDepartmentofBasicEducation(DBE)FundsSACEtothetuneofR9millionperannum,whileteacherspayalevyofR10.00eachpermonth.Theseinthemain,contributeapproximatelyR60millionintotherevenuebaseofSACE.
• Thetwoprovincialofficesarenowfullyoperational,offeringservicesclosertoeducators.SACEhasdoneprogressivelywellinits20yearsofexistenceanditsperformancefortheyearunderreviewisreflectedintheforegoingpages.
Challenges
Anumberofchallengeswereexperiencedduringtheyearofreportingandtheyincludethefollowing:
• Pockets of educators in parts of the country remainunregistered. SACE isworkingwith employers toensureallpractisingeducatorsareregistered.
MR REJ BRIJRAJ
CHIEF EXECUTIVE OFFICER
14 ANNUAL REPORT | 2015/2016
• SACE’svettingandverificationprocessesrequire furthersophistication.Currently,newregistrationsarevettedandnewqualificationsverified.SACE is refiningamethodology,workingwith theSouthAfricanQualifications Authority (SAQA), the universities, Departments of Social Development and Justice, todouble-checkthestandingandqualificationsofallpractisingeducators.Thisisamammothundertaking.PresentlySACEworkscloselywiththeDepartmentBasicEducation(DBE)tocheckcohortsofteachersandwillimmediatelyre-screeneducatorsifthereisdoubtabouttheirqualificationsorstanding.SACEconducts“fittoteach”hearingsandreportscriminalitytotheSouthAfricanPoliceService(SAPS).
• Whilethesign-onprocessforCPTDisprogressingverysatisfactorily,thereportedpercentageofuptakeofCPTDprogrammesandactivitiesisverylow.TheDepartmentshaveagreedtoensurethatallprogrammesandactivitiesofferedareendorsedbySACEanduptakereported.Anall-outadvocacycampaignneedstobedevisedandrolledout.Thesystemneedstofocusonprofessionaldevelopmentneeds.
• ThenumberofCodeViolationshavestabilised.However,thereisroomformuchmoreadvocacy,toandenlightenmentof,ourschoolcommunitiesregardingprofessionalethics.DepartmentsandSACEstillneedtoenhancecasemanagementcollaboration.TheCouncilisstilllaggingbehindintrainingandre-trainingofpanellists,prosecutors, investigatorsandpresidingofficers.Thepracticeofhavingonlyonepresidingofficer(insteadofapresidingpanelandoneinvestigator insteadofaninvestigatingteam),needstoberevisited.
• SACE’s ResearchDepartment needs to be radically enlarged if it is to produce the volumeof researchrequiredfortheprofession.
• ThebudgetforSACE’sAdvocacyandOutreachisinadequate.SACE’scommitmenttospreadprofessionalismthroughoutthecountry,continentandinternationallyrequiresmorefunding.TheTeacherAppreciationandSupportProgramme,whichisco-managedbySACEandDBE,needsaspecialisedbudget.
• SACEhasfallenbackonitspromisetoopenmoreprovincialoffices.Hopefullythefeasibilitystudyunderway gives impetustothisprocess.
Conclusion
SACEhasestablisheditselfas“theconscienceoftheteachingprofession.”Ithascomeofageandisnowpoisedto“takechargeoftheteachingprofession.”ItisacallthatSACEmustrespondto.Councilnowfacestheonerouschallengeofscrutinisingitsrevenuestreamsoastoaddressthechallengesoutlinedabove.
Appreciation
MysincereappreciationgoestotheChairperson,ExecutiveandCouncilaswellasCommitteesfortheirwisdom,guidanceandsupport.Heartfeltgratitudetoseniormanagersandloyalstafffortakingforwardthissacredtask.
Mr. Rej BrijrajChiefExecutiveOfficerSACE 31March2016
15SOUTH AFRICAN COUNCIL FOR EDUCATORS
5 . APPENDIX TO CEO OVERVIEW
SACE Public Relations Engagement – 2015/16
5 .1 . Stakeholderder Interactions
International Stakeholders
AFTRAExecutiveBoardandRoundTable
The Africa Forum for Teaching Regulatory Authorities (AFTRA) hosted a successful Roundtable including theTeachingandLearningconferenceinNamibia.Aspartofreviewingthelastconferenceandstartingwiththeinitialplanningforthe2016academicyear,thefollowingmeetingswereundertaken:
• ZambianCouncildelegationvisitedSACEonstudytour:12-14October2015;
• AFTRAExecutiveboardmeetingheldinZambia:23-27November2015;
• AFTRAExecutiveboardmeetingheldinZambia:15-19February2016.
National Stakeholders
InourendeavourtoreachouttotheprofessionSACEmanagedtointeractwiththefollowingstakeholders:
Stakeholder Target Audience Date
SADTU KwaZulu-Natal Branch Conference 30 April 2015
Department of Education – KwaZulu-Natal Provincial Conference 24 - 25 April 2015
University of Free State 4th year B.Ed. students 13 May 2015
University of Venda 4th year B.Ed. students 22 May 2015
SADTU Eastern Cape Provincial Conference 28 - 30 June 2015
SADTU Eastern Gauteng Branch Conference 8 - 10 July 2015
NATU - KwaZulu-Natal Provincial Conference 22 July 2015
NATU - Kokstad Provincial Conference 28 July 2015
NATU - North-West Provincial Conference 4 August 2015
NAPTOSA Northern Cape Provincial Conference 31 July 2015
NAPTOSA Mpumalanga Provincial Conference 14 August 2015
NAPTOSA Limpopo Provincial Conference 15 August 2015
SADTU Mpumalanga, South Region Highveld Regional Conference 14 – 15 August 2015
PEU Gauteng Provincial Conference 14 – 15 August 2015
KwaZulu-Natal Provincial Stakeholders Briefing on SACE provincial offices 10 September 2015
University of Limpopo 4th year B.Ed. students 11 September 2015
PEU Limpopo Provincial conference 18 September 2015
National stakeholders – SACE offices Quarterly meeting 21 September 2015
NWU – Mafikeng Campus 4th year B.Ed. students 23 September 2015
Free State Provincial stakeholder Briefing on SACE provincial offices 28 September 2015
Durban University of Technology 4th year B.Ed. students 2 October 2015
16 ANNUAL REPORT | 2015/2016
SACE 1st Annual fun walk
SACE,throughtheCommunicationdivision,hostedits1stFunWalkonSaturday,19September2015.TheFunWalkwasaimedatencouraginghealthylifestylesamongsteducators.ThefunwalktookplaceinCenturionwiththeSACEteamsvisitingschoolsaroundTshwaneasabuild-uptotheactualevent.
InordertoassistSACEtocarryoutthisinitiative,werealisedthatgettingsponsors/partnerstocomeonboardwouldbebeneficialnotonlyfortheorganisationbutalsoforeducators.Theoverarchingaimoforganisingmoresimilarprogrammesisthatitwouldmakeapositiveimpactinthelivesofeducators.OurfundraisingeffortsbeganasearlyasApril2015.Sponsorshiprequest lettersweresenttothefollowingcompanies: Innermation-KiaonTour,OldMutual,Metropolitan,GEMS,FinancialServicesBoard,NCRandSACEserviceproviders.
Wereceivedpositiveresponsesfromthefollowingcompanies:
• Innermation-KiaonTour-whichwasourmainsponsor–contributedwithforcatering,PublicAddresssystem,stageandentertainmentfortheday
• Old Mutual:t–shirtsandwaterbottles
• UNISA: string bags
• Mathew Goniwe:fruits
• Double Optionbannersandmarshalclothing
Consideringthatthiswasourfirstfunwalk,wewereexpectingnotmorethan1000participants.Atotalof698pre-participationformswerereceivedbytheofficeand830educatorsparticipated.
5 .2 . Publications Development
Fortheperiodunderreview,theCommunicationSectionhasproducedseveralpublicationswhichhavebeenusedtopromoteSACE.Thepublicationsincluded:
• 20000InformationPacks
• 30000GeneralBrochures
• 38000Newsletters
• 500 Annual Reports
5 .3 . Media Liaison
Duringtheperiodunderreview,SACEconvenedthreemediabriefings.ThebriefingswereaimedatupdatingthestakeholdersandthemediaaboutSACEprogress.Morethan15journalistsfromdifferentmediahousesattendedtheSACEbriefings.EventhoughthebriefingswereonthethreemandatesofSACE,thecoveragethereofwasmoreonblacklistingofteacherswhoviolatedtheSACECodeofProfessionalEthics.InterviewswerefacilitatedwiththefollowingradioandTVstations:
• Power FM• Energy FM• Metro FM• Motsweding FM• Lesedi FM• Kaya FM
• Ligwalagwala FM• UmhloboWeneneFM• UkhoziFM• Radio 2000• East Coast Radio
• SekhukhuneCommunityRadio• IkwekweziFM• ANN7• ENCA• SABC TV
Inaddition,15mediaenquiriesfromdifferentnewspaperswerereceivedandrespondedto.
17SOUTH AFRICAN COUNCIL FOR EDUCATORS
6 . STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT
Tothebestofmyknowledgeandbelief,Iconfirmthefollowing:
AllinformationandamountsdisclosedintheannualreportareconsistentwiththeannualfinancialstatementsauditedbytheExternalAuditor.
Theannualreportiscomplete,accurateandisfreefromanyomissions.
TheannualreporthasbeenpreparedinaccordancewiththeguidelinesontheannualreportasissuedbyNationalTreasury.
The Annual Financial Statements (Part E) have been prepared in accordance with the generally AcceptedAccountingPrinciplesapplicabletothepublicentity.
The accounting authority is responsible for the preparation of the annual financial statements and for thejudgementsmadeinthisinformation.
Theaccountingauthorityisresponsibleforestablishing,andimplementingasystemofinternalcontrolhasbeendesignedtoprovidereasonableassuranceastotheintegrityandreliabilityoftheperformanceinformation,thehumanresourcesinformationandtheannualfinancialstatements.
Theexternalauditorsareengagedtoexpressanindependentopinionontheannualfinancialstatements.
Inouropinion,theannualreportfairlyreflectstheoperations,theperformanceinformation,thehumanresourcesinformationandthefinancialaffairsofthepublicentityforthefinancialyearended31March2016.
Yoursfaithfully
___________________ ___________________
Mr.RejBrijraj Ms.VeronicaHofmeester
ChiefExecutiveOfficer ChairpersonoftheCouncil
Date:31March2016 Date:31March2016
18 ANNUAL REPORT | 2015/2016
7 . STRATEGIC OVERVIEW
7 .1 . Vision
OurvisionistopromoteprofessionalismamongstalleducatorsinSouthAfrica,byensuringthatourservicesareeasilyaccessible,continuouslyempoweringthroughdevelopment,ensuringcommitmenttotheprofessionandadherencetotheethosofeducationasenshrinedintheSouthAfricanconstitution.
7 .2 . Mission
SACE shall strive to ensure that the education system is enriched, by providing properly registered andprofessionallydevelopededucatorsthatwoulddisplayprofessionalism.
7 .3 . Values
Core Values/Principles of the South African Council for Educators
Service-oriented Ensure that the teaching profession in general and educators in particular are serviced satisfactorily at all times. Servicing educators is priority number one for all SACE employees.
Quality Provide quality and excellent service to educators and the profession as a whole.
Openness and transparency
All SACE matters should be treated with honesty and sincerity. SACE will strive to engage and consult with its stakeholders on various matters regularly.
Professionalism Display high level of professionalism at all times.
19SOUTH AFRICAN COUNCIL FOR EDUCATORS
8 . LEGISLATIVE AND OTHER MANDATES
Legislative mandates
The South African Council for Educators Act (Act No 31 of 2000) is formulated:
ToprovideforthecontinuedexistenceoftheSouthAfricanCouncil forEducators,toprovideforcompositionof Council; to provide for the functions of the said Council; to register educators; to promote professionaldevelopmentandtoenforcecompliancewiththeCodeofProfessionalEthics,andtherulesandtheregulationsforincidentalmattersthereto.
The Basic Education Laws Amendment Act (BELA) (Act No 15 of 2011): is formulated:
§ ToprovideforthemanagementofContinuingProfessionalTeacherDevelopment(CPTD)system;and
§ ToenableStatefundsasanadditionalrevenuesource.
The Employment of Educators Act (1998)
TheEmploymentofEducatorsAct1998Section15(2)directsthatifthenameofanEducatorisstruckofftheregisterofeducatorskeptbyTheSouthAfricanCouncilforEducators(SACE),theEducatorshall,notwithstandinganythingtothecontrarycontainedinthisAct,bedeemedtohaveresignedwitheffectfromthedayfollowingimmediatelyafterthedayonwhichtheEducator’snamewasstruckofftheregister.
Section26(2)directsthatineachcasewherestepsweretakenagainstanyeducatorunderSection24(2),otherthanthecautioningorreprimandingoftheEducator,theEmployershallfurnishtheSouthAfricanCouncilforEducatorswiththerecordoftheproceedingsattheinquiryandallotherdocumentsrelatingthereto.
Policy Mandates
§ Section5(b)oftheSACEActNo.31of2000asamendedbytheBELAAct15(2011)affirmsSACE’sfunctionsas:
– Promotingtheimageandstatusoftheteachingprofession;
– ManagingasystemforContinuingProfessionalDevelopmentforallteachersinschools;
– DevelopingProfessionalDevelopmentPolicy;
– Producingaprofessionaljournaland
– Playing an advisory role.
TheSouthAfricanCouncilforEducatorsisaccountabletotheDepartmentofBasicEducation(DBE)andfitsintosub-outputnumberoneofDBEDeliveryAgreementandActionPlan2014,whichspeaksto“improvingthequalityofteachingandlearning”throughtheimprovementofteachercapacityandpractices.
20 ANNUAL REPORT | 2015/2016
9 . ORGANISATIONAL STRUCTURE
COUNCIL
EXCO
Chief Executive Officer
Chief Operation Officer Chief Financial OfficerSenior Manager:
Professional Development, Policy and Research
21SOUTH AFRICAN COUNCIL FOR EDUCATORS
PART B: PERFORMANCE INFORMATION
22 ANNUAL REPORT | 2015/2016
1 . AUDITOR’S REPORT: PREDETERMINED OBJECTIVES
InaccordancewiththePublicAuditActofSouthAfrica,2004(Actno.25of2004)(PAA)andthegeneralnoticeissued intermsthereof,wehavearesponsibility toreportfindingsonthereportedperformance informationagainst predetermined objectives for selected programmes presented in the annual performance report,compliancewithlegislationandinternalcontrol.Theobjectiveofourtestswastoidentifyreportablefindingsasdescribedundereachsubheadingbutnottogatherevidencetoexpressassuranceonthesematters.Accordingly,wedonotexpressandopinionorconclusiononthesematters.
Predetermined objectives
Weperformedprocedurestoobtainevidenceabouttheusefulnessandreliabilityofthereportedperformanceinformationforthefollowingselectedprogrammespresentedintheannualperformancereportoftheentityfortheyearended31March2016:
• Programme1:Registrationofeducatorsonpages25to27
• Programme2:Professionaldevelopmentofeducatorsonpages37to59
• Programme3:Professionalethicsonpages27to37
WeevaluatedtheusefulnessofthereportedperformanceinformationtodeterminewhetheritwaspresentedinaccordancewiththeNationalTreasury’sannualreportingprinciplesandwhetherthereportedperformancewasconsistentwiththeplannedprogrammes.Wefurtherperformedteststodeterminewhetherindicatorsandtargetswerewelldefined,verifiable,specific,measurable,timeboundandrelevant,asrequiredbytheNationalTreasury’sFrameworkformanagingprogrammeperformanceinformation(FMPPI).
Weassessedthereliabilityofthereportedperformanceinformationtodeterminewhetheritwasvalid,accurateand complete.
Wedidnotidentifyanymaterialfindingsontheusefulnessandreliabilityofthereportedperformanceinformationforthefollowingprogrammes:
• Programme1:Registrationofeducatorsonpages25to27
• Programme2:Professionaldevelopmentofeducatorsonpages37to59
• Programme3:Professionalethicsonpages27to37
Additional matter
Although we identified no material findings on the usefulness and reliability of the reported performanceinformationfortheselectedprogrammes,wedrawattentiontothefollowingmater:
Achievement of planned targets
Refertotheannualperformancereportonpages25to59forinformationontheachievementoftheplannedtargetsfortheyear.
23SOUTH AFRICAN COUNCIL FOR EDUCATORS
Compliance with legislation
Weperformedprocedurestoobtainevidencethattheentityhadcompliedwithapplicablelegislationregardingfinancialmatters,financialmanagementandotherrelatedmatters.Ourmaterialfindingsoncompliancewithspecificmattersinkeyslegislation,assetoutinthegeneralnoticeissuedintermsofthePAA,areasfollows:
Procurement and contract management
Quotationswereawardedtobidderswhodidnotsubmitadeclarationonwhethertheyareemployedbythestateorconnectedtoanypersonemployedbythestate,whichisprescribedinordertocomplywithTreasuryregulation16A8.3.
Internal control
Weconsidered internal control relevant toour auditof thefinancial statements, annualperformance reportand compliancewith legislation. Thematters reported bellow are limited to the significant internal controldeficienciesthatresultedinouropinion,thefindingsontheannualperformancereportandthefindingsonthenon-compliancewithlegislationincludedinthisreport.
Financial and performance management
AlthoughmanagementimplementedcontrolstoensurecompliancewithTreasuryRegulations,certainmatterofnoncompliancewereidentified.
_______________________________
Nexia SAB&T Per:
Niren Soopal
Director
Registered Auditor
29 July 2016
24 ANNUAL REPORT | 2015/2016
2 . SITUATIONAL ANALYSIS
2 .1 . Service Delivery Environment
TeachersaretheprimebeneficiariesofSACEservices.Thesecondarybeneficiariesaremembersofthepublic,whowanttoseetheteachingprofessionservingthebestinterestsofthelearners.
TheteachingfraternityandthepublicatlargecontinuetowelcomeallSACEinterventionsandservices.Thereisademandformoreoutreach.Theteacherunions,Ministry,departmentsandothereducationalstakeholdersandentitieshavereceivedserviceandsupportedSACEwell,again.
SACEhasnotexperiencedanyhostilityfromanyquarter.SACEisconstrainedbyitsrevenuebaseandwillhavetoreviewitsfundingmodelifitistodeliverasperdemandandinaccordancewithitsmandate.However,thereismorepressureregardingSACE’svisibilityandimpact.ThereisgrowingopinionthatSACEmusttakechargeoftheprofession.
2 .2 . Organisational environment
SACEhasputinplacevariousstrategiestofast-tracktheturnaroundtimeoneducatormisconductcasesreceivedfromvariouscomplainants.Amorestreamlinedapproachtowardsresolutionofcomplaintsagainsteducatorsis being implemented, ensuring timeous closure, correction, rehabilitation and remedy, where appropriate.Communicationandoutreachhaveexpanded.
TheCouncil isnowforginggoodrelationsnationallyandinternationally. Ithassetapatternofdialogueswithnational stakeholder groupings, namely, teacher unions, Department of Basic Education, statutory organs,mediagroupingsandproviders.Ontheinternationalfront,CouncilChairedtheSteeringCommitteeforAfricanTeachingRegulatoryAuthorities(AFTRA).AnInternationalFederationofTeachingRegulatoryAuthorities(IFTRA)conference tookplace inNovember2014 inToronto.TheCouncil continues to forge relationshipswithotherSouthernAfricanstakeholderstoinfluencetheestablishmentofsimilarprofessionalcouncilsandhassucceededin Namibia and Botswana.
2 .3 . Key policy developments and legislative changes
During the year under review, no legislation or policy changewhichmight have had amajor change in theoperationofCouncil,hastakenplace.
2 .4 . Strategic Outcome Oriented Goals
SACElaggedbehindinfulfillingitsStrategicobjectivesintheAnnualPerformancePlantargetsinareas.Councildidnot completeprocessing a satisfactorynumberof cases as indicated in theCEO’soverview. This createdtheneed to carry forwarda substantialnumberof cases to thenextfinancial period. Thebudgetdifficultieshamperingtheprocessisbeingreviewed.
Council research initiativeswere inward looking. Council has agreed to re–prioritisemore relevant researchinformingthespecificstatusquoofteachersinschoolsinparticularandtheprofessiongenerally.Recommendationsregardingtheneedsoftheprofessionaretobeformulated,basedonananalysisofthecredentialsanddeploymentofallpracticingeducators.
25SOUTH AFRICAN COUNCIL FOR EDUCATORS
3 . PERFORMANCE INFORMATION BY PROGRAMMES
3 .1 . REGISTRATION
PURPOSE
The purpose of the programme is to register educators who satisfy registration requirements compile andmaintainasub-registerofeducatorswhoareprovisionallyregisteredandmaintainandsustainthecredibilityoftheeducatordatabase.
STRATEGIC OBJECTIVES
A. To register all qualified educators
• Theregistrationmandatewasperformedwithvigourinthisfinancialyear.Qualifiededucatorswhoappliedandmetrequirementswereregisteredspeedily.
• Thedivisionsawahugeincreaseinthenumberofeducatorscomingtoregisterforthefirsttime.Whilsttheanticipatednumberwas20 000,theactualnumberthatcamewas35 262ofwhich7 262werefullyregistered and 550wereForeignNationals.
• Alargepercentageofthenewlyregisteredareregisteredprovisionally.Thisisduetothefactthattheydonotqualifyforfullregistration.
B. To update Registration status of educators.
• With regard to thoseeducators thatwere toupdate their registration status for thefinancial year,weanticipated30 000buthadtodealwith48 140educators,ofwhich12 283wereforeigneducatorsand19679receivedtheirfullstatus.
• Atotalof3 287pre-accreditedmemberswereattendedtoand issuedwithreferencenumbersastheycouldnotberegisteredduetothefactthattheydidnotcomplywithminimumregistrationcriteria.SACEawaitsthoseapplicantstosendoutstandingdocumentssothattheycanbeaddedtotheregister.
Annual Target and Actual Achievements -2015-2016
Key performance indicator
Actual Achievement
2014/2015
Planned Target
2015/2016
Actual Achievement
2015/2016
Deviation form planned target to
actual achievement
2015/2016
Comment on deviations
Number of registered educators 29 483 20 000 35 262 15 262
Staff commitment and hard work coupled with educators seeking registration
Number of registration documents updated 39 296 30 000 48 140 18 140 More updates done as per educator
requests
Vetting and verification (new applicants) 50 000 64 243 14 243
Internally and Partially vetted and verified documents due to lack of resources.
26 ANNUAL REPORT | 2015/2016
VettingandVerificationisanewmandateandwasintroducedonthe2ndquarter.However,properprocessestoconductthisnewmandatearenotyetinplace.Thefigurereportedaboveisaninternalprocesswhichisdonebyvisuallyinspectingthedocumentsandqualifications.Thisishowever,flawedandthereisaseriousneedforexternalprocessofvettingandverification.SACEisworkingonbringingonboarddepartmentsandinstitutionsthatwillassistinmakingthisnewmandateareality.
TOTAL DATA AS ON 03 MAY 2016 - 688 913
Full registration 552 263
Provisional 103 706 (included is 21 473 foreign nationals educators)
PAM 32 944
Total 688 913
OUTREACH PROGRAMMES 2015 - 2016
SACERegistrationhadembarkedonoutreachprogrammesinvariousplaces,wherevariousteacherunionswereholdingconferencesandworkshops.Registrationhadalsoembarkedonoutreachprogrammeswithuniversitiesto register 4th year student educators .
Belowisascheduleoftheoutreachprogrammes2015-2016
23 - 25 July 2015 Durban Hluhluwe and Tongaat 162 295 54 14 146 671
27 - 29 July 2015 Durban - Amanzimtoti and Pietermaritzburg 126 282 52 0 72 532
07-07 Aug 2015 Ermelo 8 0 2 0 0 10
21 - 22 August 2015 Western Cape 32 0 0 0 0 32
27 - 29 August 2015 East London 91 13 2 1 13 120
4 - 7 October 2015 Cape Town 39 316 84 8 228 675
TOTAL 458 906 194 23 459 2 040
Universities
14 May2015 University of Venda 459
1 June2015 University of Cape Town 162
5 June 2015 Durban Universtiy of Technology 227
21 July /2015 Durban University of Technology 149
22 July /2015 Univesity of Free State 334
17 September 2015 University of Limpopo 452
3 October 2015 Universtiy of Zululand 674
5 October 2015 North-West University 30
12 October 2015 University of KwaZulu-Natal 300
10 November 2015 University of Fort Hare 252
Total 3 039
27SOUTH AFRICAN COUNCIL FOR EDUCATORS
FRAUDULENT QUALIFICATIONS
ThereisatendencyofpeoplebringingfraudulentqualificationsforSACEregistration.Theofficehasreceived20fraudulentqualificationsfor2015-2016period.ThosepeoplewereflaggedontheRegistrationsystemtoensurethattheydonotcomebackagain.Wheretheeducatorswereemployed,theschoolprincipalswerealertedoftheeducatorsconcerned.
SMS MESSAGE
The SMSmessage alerting thenewly registerededucators of their SACE registrationnumber is in operation.ThenewlyregisterededucatorsreceiveanSMSmessagewiththeirregistrationnumberimmediatelyaftertheapplicationformhasbeencapturedonthesystem.
Financial performance
2015/2016 2014/2015
Programme/activity/objective Budget Actual
Expenditure(Over)/Under Expenditure Budget Actual
Expenditure(Over)/Under Expenditure
R’000 R’000 R’000 R’000 R’000 R’000
Registration 1 500 659 841 1 500 394 1 106
Total 1 500 659 841 1 500 394 1 106
3 .2 . PROFESSIONAL ETHICS
PURPOSE
TheaimoftheprogrammeistoPromoteethicalconductamongeducatorsandstakeholdersthroughworkshops,seminars,Izimbizoandthedistributionofmaterialthatsetsthestandardofprofessionalconductandtorendersupporttoschools,educatorsandstakeholdersonethicalmatters.
STRATEGIC OBJECTIVES
Case management
Every complaint that the Council receives is investigated either telephonically, by written correspondenceorbyconductingaphysical investigationata school.Assoonasan investigation is completed,a reportwithrecommendationsisthenpresentedtotheEthicsCommitteeforitsconsiderationanddirectiononhowsuchacomplaintshouldbedealtwith.TheCommitteemayrecommendthataneducatorbecharged,thatacomplaintbereferredtoarelevantauthority,thatamatterbemediateduponorthatanadvisoryletterbeforwardedtoanallegedperpetrator.ShouldtheEthicsCommitteerecommendthatchargesbelevelledagainstaneducator,summonsesareissuedagainsttheeducatorandahearinggetsscheduledtotakeplace,atleastwithinathreemonthscycle.
MostofSACE’sdisciplinaryhearingstaketheformofpeeradjudication.Thismeansthatothereducatorsserveaspresidingofficersandpanelists,andpassjudgmentontheirfelloweducatorsaccusedofbreachingtheCodeofProfessionalEthics.Ourpanelmembersaretrainedonissuesoflaw,disciplinaryproceduresandvariousotherlegalprocessestoenablethemtoeffectivelycarryouttheseduties.SACEendeavorstoup-skillthemonanannualbasis.
28 ANNUAL REPORT | 2015/2016
Atotalnumberof593complaintswerereceivedfortheyearascomparedto720thattheDivisionhadanticipatedto process for the year. Wehave, however, noted that the trends still remain the same. This year has notbeendifferentfromthepastfinancialyearasthereappearedtobeaslightincreaseinthenumberofcorporalpunishmentcases,sexualabuseofmaleandfemalelearners,bothinschoolandoutsideoftheschoolpremise,assaultofcolleagueswithintheschoolenvironment,submissionoffraudulentqualificationsandotherformsofunprofessionalconductbyeducators.ThismeansthatCouncilwillhavetodoubleitsadvocacyeffortstoaddressthesebreachestocurbfutureoccurrences.
Althougha lotofgoodworkwasdone inthepastfinancialyear,morecouldstillhavebeendonebutfortheconstraintswithinthedivision.Wherepossibleandwithpartieswilling,theDivisionhadtofindcreativewaysofengagingwithcomplainantsandallegedperpetratorsandtrytomediatedisputesamongthemwhilesomecaseswarrantedthatdisciplinarymeasuresbetaken.
TheSACEAct,No.31of2000,demandsthattheDivisionshouldreviewtheSACEcodeofprofessionalethicsforeducatorsonanannualbasis.Thiswasaccordinglydone.Italsorevieweditsdisciplinaryproceduresinanattempttocloseloopholesthatpreviouslyexistedandtoshortenthetimeframeallocatedtodealwithandfinalisecases.
Workshops on the SACE including the Code of Professional Ethics
As with the previous years, the Division has conducted several workshops for educators in an attempt toconscientisethemontherequirementsoftheSouthAfricanCouncilforEducatorsandtheCodeofProfessionalEthics.Itfurtherwentontoensurethattheeducatorsreceivedindividualcodesbydistributingthemthroughtheuseofthedistrictoffices,presentationtoeducatorsattheSACEofficeswhentheycometoregister,leavingcopiesatschoolswhenconductingphysicalinvestigationandatunionorDepartmentalgatheringswheninvitedtomakepresentations
Workshopswereconductedforfirst-yearstudentsattheNorth-WestUniversity,VanderbijlparkcampusontheCodeof Professional Ethicswith emphasis on sexual harassment. Final year andPGCE students at the sameUniversitywerealsoaddressed,focusingmoreontheCodeofProfessionalEthics.TheUniversityofKwaZulu-Natal, University of Zululand, Tshwane University of Technology and the Central University of Technology(BloemfonteinCampus)students,werealsoaddressedontheCodeofProfessionalEthics.
Theworkshopstobothin-serviceandpre-serviceeducatorsandweremostlyfocusedoncorporalpunishmentandsexualabuseofbothlearnersandcolleagues.Thesealsoservedtoalertpre-serviceeducatorsaboutprofessionalconduct generally.
Itwasevidentduringtheworkshopsthatmanyeducatorsarestillapplyingcorporalpunishmentandthereisaneedurgentprofessionaldevelopment.
29SOUTH AFRICAN COUNCIL FOR EDUCATORS
PERF
ORM
ANCE
INFO
RMAT
ION
Prog
ram
me N
ame
ETHI
CS
Key P
erfo
rman
ce
indi
cato
rsAc
tual
Achi
evem
ent
2014
/2015
Plan
ned
Targ
et
2015
/2016
Actu
al Ac
hiev
emen
t 20
15/20
16De
viatio
n fro
m p
lanne
d ta
rget
to ac
tual
achi
evem
ent f
or 20
15/20
16Co
mm
ent o
n de
viatio
ns
Num
ber o
f con
clude
d ca
ses a
s mea
sure
d ag
ainst
the n
umbe
r of
case
s rec
eived
for t
he
year
Actua
l num
ber o
f cas
es
finali
sed:
647.
Expe
cted n
umbe
r of
case
s inc
luding
the
222 c
ases
car
ried o
ver
from
2014
: 922
.
Actua
l num
ber o
f cas
es
finali
sed i
nclud
ing th
ose
carri
ed ov
er fr
om 20
14:
550.
Whil
e it
was
expe
cted
that a
total
of 5
93
case
s wo
uld b
e fin
alise
d, a
total
numb
er o
f 55
0 cas
es w
ere fi
nalis
ed.
A tot
al of
43
case
s co
uld
not
be fi
nalis
ed a
nd w
ould
be c
arrie
d ov
er in
to the
nex
t fin
ancia
l yea
r.
Educ
ator
s and
St
akeh
olde
rs to
be w
ork
shop
ped
on th
e Cod
e of
Prof
essio
nal E
thics
Actua
l num
ber o
f edu
cator
s an
d stak
ehold
ers w
ork-
shop
ped o
n the
Cod
e of
Profe
ssion
al Et
hics:
5 747
.
Expe
cted n
umbe
r of
educ
ators
and
stake
holde
rs to
be
works
hopp
ed on
the
Code
of P
rofes
siona
l Et
hics:
15 00
0.
Actua
l num
ber o
f edu
cator
s an
d stak
ehold
ers
works
hopp
ed on
the c
ode o
f pr
ofess
ional
ethics
:
Phys
ical in
terac
tion:
5 351
.
Indivi
dual
Code
s dist
ribute
d to
educ
ators:
26 60
0.
Char
ts re
lating
to th
e Cod
es
distrib
uted:
1 300
.
Not e
noug
h edu
cator
s and
stak
e hold
ers c
ould
be w
orks
hopp
ed p
hysic
ally
as a
nticip
ated,
howe
ver,
many
ra
dio
pres
entat
ions
and
inter
views
we
re
cond
ucted
ac
ross
the
va
rious
radio
stat
ions
to co
ncer
tise
them
on
the C
ode.
A tot
al of
26 6
00 C
odes
of
Profe
ssion
al Et
hics
were
dist
ribute
d to
educ
ators
durin
g wo
rksho
ps t
hrou
ghou
t the
yea
r, vis
its t
o sc
hools
dur
ing i
nves
tigati
ons,
throu
gh t
he
use
of the
dist
rict
office
s, pr
esen
tation
to
educ
ators
at the
SAC
E offi
ces
when
they
co
me to
regis
ter, l
eavin
g co
pies
at sc
hools
wh
en c
ondu
cting
phy
sical
inves
tigati
on a
nd
at lab
our u
nions
or D
epar
tmen
tal g
ather
ings
when
invit
ed to
mak
e pre
senta
tions
.
A tot
al of
1 30
0 ch
arts
relat
ing to
the
Code
s of
Profe
ssion
al Et
hics
were
dist
ribute
d to
scho
ols d
uring
sch
ool
visits
, wo
rksho
ps,
throu
gh th
e us
e of
the d
istric
t offic
es a
nd
durin
g lab
our u
nions
gathe
rings
.
Owing
to
lack
of su
fficien
t pe
rsonn
el an
d bu
dgeta
ry co
nstra
ints,
not
enou
gh
works
hops
co
uld
not
be
cond
ucted
ph
ysica
lly
as
antic
ipated
an
d alt
erna
tive
mean
s had
to be
soug
ht.
30 ANNUAL REPORT | 2015/2016
CASES RECEIVED FROM 1 APRIL 2015 TO 31 MARCH 2016
Totalnumberofcomplaintsreceivedfrom1April2015to31March2016 = 593
COMPLAINTS RECEIVED PER PROVINCE
KZN NC EC LP MP NW GP FS WC
300
200
150
100
80
40
20
0
89
5
29 25
48
14
70
27
286
Types of cases
300
200
150
100
80
40
20
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Use
of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insub
ordin
ation
Negl
igen
ce
Thre
aten
ing
to ki
ll /
Murd
er
No. J
uris
8997
40
2
267
95
90
10
BREAKDOWN OF COMPLAINTS (CASES) RECEIVED PER PROVINCE AND TYPES PER PROVINCE1. KwaZulu-Natal = 89 NB
21
11
40
30
16
2 05
35
30
25
20
15
10
5
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
31SOUTH AFRICAN COUNCIL FOR EDUCATORS
2 . Northern Cape = 5
0
2
0 01
2
0 0 0
5
4
3
2
1
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
3 . Eastern Cape = 29
7
6
1 0
8 7
0 0 0
10
8
6
4
2
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
4 . Limpopo = 25
6 6
3
0
7
3
0 0 0
10
8
6
4
2
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
32 ANNUAL REPORT | 2015/2016
5 . Mpumalanga = 48
4
20
2 0
18
40 0 0
25
20
15
10
5
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
6 . North-West = 14
43
10
5
10 0 0
5
4
3
2
1
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
7 . Gauteng = 70
1613
2 1
19
10
2 0
7
25
20
15
10
5
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
33SOUTH AFRICAN COUNCIL FOR EDUCATORS
8 . Free State = 27
4
9
0 0
8
4
1 0 1
10
8
6
4
2
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Murd
er
No. J
uris
9 . Western Cape = 286
1523 26
0
171
45
5 0 1
300
200
150
100
80
40
20
0
Verb
al Ab
use,
Vict
imisa
tion,
Hara
ssm
ent,
Defa
mat
ion
Sexu
al Mi
scon
duct
/ R
ape
Frau
d, T
heft,
Fina
ncial
Mi
sman
agem
ent
Racis
m
Corp
oral
Puni
shm
ent,
Assa
ult
Unpr
ofes
siona
l Co
nduc
t, Us
e of
impr
oper
lang
uage
, Al
coho
l Abu
se,
Abse
ntee
ism,
Insu
bord
inat
ion
Negl
igen
ce
Thre
aten
ing
to ki
ll /
Murd
er
No. J
uris
34 ANNUAL REPORT | 2015/2016
TOTAL NUMBER OF ON-SITE INVESTIGATIONS CONDUCTED FROM 1 APRIL 2015 TO 31 MARCH 2016: 117
TOTAL NUMBER OF DISCIPLINARY HEARINGS AND MEDIATIONS FINALIZED FROM 1 APRIL 2015 TO 31 MARCH 2016: 77
Educatorsfoundguilty:70
Educatorsfoundnotguilty:2
Caseswithdrawnatthehearingormediatedatthehearing:5
BREAKDOWN OF SANCTIONS METED OUT TO EDUCATORS FOUND GUILTY
Educatorsstruckoffindefinitely:25
Educatorsstruckoffbutmayre-applyafteracertainperiod:5
Educatorsstruckoffbutstrikingoffsuspendedforacertainperiod,includingfines:40
CASES FINALISED IN OTHER FORMS, OTHER THAN DISCIPLINARY HEARINGS
(These are caseswhere educators havebeen reprimandedor given advice byCouncil insteadof disciplinarychargesbeinginstitutedagainstthem,thefilesarethenclosed).
Total number of advisory letters issued and sent to educators: 220
ThesearecaseswhereCouncilsoughtitfitthatadvisorylettersbeforwardedtotheaccusededucatorsinsteaddisciplinaryhearingsbeingconductedagainstthem
Total number of cases mediated upon: 29
MediationsareconductedwhereCouncilhasobservedthatrelationshipsbetweeneducatorshavebrokendownandriftshavetobehealed.
Total number of cases withdrawn before a hearing could be conducted: 38
ThesearecaseswhichhavemeritinthembutwerewithdrawnowingtolackofcooperationbyparentsorlegalguardiansorparentsrefusingSACEaccesstotheirchildren
BREAKDOWN OF CASES REFERRED TO OTHER INSTITUTIONS, FOR EXAMPLE, DBE, ELRC AND THE SAPS: 69
CasesreferredtotheELRCarelabourrelatedcasesreferredtousinsteadofthereferraltotheELRC.Thecasesrelatedtopromotionsofeducatorsorunfairdismissals:1
Casesreferredtothe DBEarecasesrelatingtoconditionofservice,forexample,highenrolmentrollsinclasses,othereducatorsbeinggivenpreferencesaboveothersbytheprincipals,etc.:18
CasesreferredbacktoSCHOOLSarecasesrelatingtotheeverydayrunningoftheschool,whichcouldhaveandshouldhavebeenresolvedbytheschoolprincipalandtheschoolmanagementteam,etc.:47
CasesreferredtotheSAPSarecaseswherelearnershavebeenabused,arebelowtheageof16yearsofageandparentsarerefusingtocooperatewiththeCouncilorarerefusingusaccesstothelearners:3
35SOUTH AFRICAN COUNCIL FOR EDUCATORS
TOTAL NUMBER OF CASES FINALISED IN OTHER FORMS OTHER THAN IN A DISCIPLINARY HEARING: 356
APPEALS:
These appeals were received from educators whose names have been struck from the roll of educators indefinitely for sexual offences.
Totalnumberofappealsreceived:6
Totalnumberofappealsfinalised:4
Totalnumberofappealspostponed:2
REINSTATEMENT APPLICATIONS
Reinstatement applications are received from those educators whose names were struck off from the roll for several offences, but they wish to return back to the profession.
Totalnumberofreinstatementapplicationsreceived:8
Totalnumberofreinstatementapplicationsfinalised:6
Totalnumberofreinstatementapplicationspostponed:2
FIT TO TEACH APPLICATIONS
Fit to teach applications are received from those applicants applying to be registered as educatorswith theSACEandwhomtheCouncilhas,inlightoftheseriousnessoftheoffencesforwhichtheywereconvictedandsentencedbycourtsoflaw,recommendedthattheyappearbeforeaFittoTeachpanelandgivereasonswhytheyshouldberegisteredaseducators.
Totalnumberofapplicationsreceived:4
Totalnumberofapplicationsapproved:1
Totalnumberofapplicationspostponed:3
Otherapplicationswerepostponedattherequestoftheapplicantstoobtainotherdocumentsandevidenceinsupportoftheirapplications.
TOTAL NUMBER OF CASES PROCESSED BETWEEN 01 APRIL 2015 AND 31 MARCH 2016 INCLUDING INVESTIGATIONS DISCIPLINARY HEARINGS, APPEALS AND REINSTATEMENT HEARINGS: 550
Commentary on performance for objectives
Amongotherthings,SACEistaskedwiththedutyofupholdingtheimageoftheteachingprofessionandthroughthisDivision,theaimistoseetoitthatalleducatorsbehaveethically.
Thisisdonebyconductingworkshopsforeducators,investigatingcomplaints,conductingdisciplinaryhearings,mediatingoverdisputeswherenecessaryandinterveninginschoolstobringpeaceandstabilitywithinaschoolingenvironment.
36 ANNUAL REPORT | 2015/2016
TheDivisionhas,however,notbeenabletodoenoughoftheabovementionedtasksowingtocapacityconstraints.Ithadtomakedowiththeresourcesatitsdisposalatthetime.
Strategy to overcome areas of underperformance
WhiletheDivisionwouldattempttofinalisemostcomplaintsreceived,manycouldstillnotbefinalisedowingto lackofsufficientpersonnel, lackofcooperationbywitnesses,parentsandrepresentatives for theaccusededucators.
TheDivision intentsongivingpriority tocases thatwerereported in thepastfinancialyearandtoseeing toitthattheyarefinalisedwhilealsogivingattentiontohighprioritycasessuchassexualabusecases,corporalpunishmentandracism.
SACEaimstoachievethisgoalandminimisebacklogby:
• Makinguseofretirededucatorsandothersuitablecandidatesinallprovincestoinvestigatecomplaintsandwherepossible,mediateoverdisputesonbehalfoftheCouncil;
• Makinguseofpanelists trainedbySACE inallprovinces to investigatecomplaintsandwherepossible,mediateoverdisputesonbehalfoftheCouncilandserveatdisciplinaryhearings;
• MakinguseofpaneliststrainedbySACEinallprovincestoconductworkshopsandconscientiseeducatorsontheCodeofProfessionalEthicsonbehalfoftheCouncil;and
• MakinguseoftrainedspecialiststoprosecutecasesonbehalfofCouncil,andtopresideoverdisciplinaryhearings.
Changes to planned targets
Nochangeswereeffectedtotheplannedtargets.
Challenges
Themajorchallengeleadingtothenon-finalisationofcasesisthelackofcooperationbytheparentsofabusedlearners.
Ithashappenedonmanyoccasions that,whilecaseshavebeenreported to theSACEand in somecasesbyparents,theverysameparentswouldtorefusetheSACEaccesstotheabusedlearner/s,especiallyatdisciplinaryhearings.SACEitforcedtowithdrawmanyseriouscasesagainstperpetratorsowingtothelackofcooperationbyparentsandthesameabusersendupbeingrecycledbackintothesystemandtheabusecontinues.
This practice has impacted negatively on Council’s operations, such thatmany sexual abuse cases are beingcarriedoverintothenextfinancialyear.
TheCouncilhasagreedtofollowupallcasesthathavebeenstalledduetoalackofcooperation.TheDepartmentofSocialDevelopmentandotheragencieswillbeconsultedtoapplythefullmightofthelaw.Parentcommunitieswillbetargetedforintenseadvocacy.SACEisliaisingwithallprovincialDepartmentsofEducationforexchangeofinformationregardingcomplaintsagainsteducators.WhilesomeprovincialDepartmentsarereportingtheircasestoSACE,somestillfailtoreporttheircasestoSACE.
37SOUTH AFRICAN COUNCIL FOR EDUCATORS
2015/2016 2014/2015
Programme/activity/ objective Budget Actual
Expenditure(Over)/Under Expenditure Budget Actual
Expenditure(Over)/Under Expenditure
R’000 R’000 R’000 R’000 R’000 R’000
Case management 2 000 1 632 368 3 000 2 094 906
Total 2 000 1 632 368 3 000 2 094 906
3 .3 . PROFESSIONAL DEVELOPMENT
Programme Purpose
• Theprogrammeisresponsibleformanagingandpromotingthecontinuingprofessionaldevelopmentofteachers.Additionally,theprogrammeisbeingphasedinintermsoforientatingandsigningupteacherstoparticipateintheCPTDmanagementsystemandearn150pointsin3-yearcyclesandapprovalofserviceprovidersandendorsementofallPDprogrammesthatarepresentedtoteachers.
Key Functions:
• Orientateandsign-upteachers
• Approve providers
• Endorseprofessionaldevelopmentactivities
• Monitorprofessionaldevelopmentuptakebyeducators
38 ANNUAL REPORT | 2015/2016
C .
PERF
ORM
ANCE
INFO
RMAT
ION
Prog
ram
me N
ame:
Pro
fess
iona
l Dev
elopm
ent
Perfo
rman
ce
Indi
cato
rAc
tual
Achi
evem
ent
2014
/2015
Plan
ned
Targ
et20
15/20
16
Actu
al Ac
hiev
emen
t20
15/20
16
Devia
tion
from
plan
ned
targ
et to
actu
al ac
hiev
emen
t for
2015
/2016
Com
men
t on
devia
tions
Numb
er of
educ
ators
orien
tated
and
signe
d-up
for
partic
ipatio
n in t
he
CPTD
syste
m.
30 38
9 (64
.95%
) Sc
hool
Head
s of
Depa
rtmen
ts we
re
orien
tated
and s
igned
-up
for p
artic
ipatio
n in
the C
PTD
syste
m fro
m Ja
nuar
y 201
5 on
ward
s.
0
110 0
00 P
L1
seco
ndar
y and
co
mbine
d sch
ool
educ
ators.
7 000
final
year
stu
dent
teach
ers.
56 67
9 (51
.52%
) PL
1 tea
cher
s wer
e or
ientat
ed an
d sig
ned u
p.
2 263
stud
ent
teach
ers w
ere
orien
tated
and
signe
d-up
.
53 32
1
4 737
The r
easo
ns fo
r inab
ility t
o ach
ieve t
he pl
aned
targ
et ar
e:
1)
Prov
inces
with
big t
each
er nu
mber
s (Ea
stern
Cap
e, Kw
aZulu
-Na
tal, a
nd Li
mpop
o) w
ere n
ot do
ing w
ell in
term
s of th
e im
pleme
ntatio
n of th
e CPT
D sy
stem.
This
inclu
ded t
he N
orthe
rn
Cape
Pro
vince
as w
ell, e
ven t
houg
h it h
as sm
all nu
mber
s of
teach
ers.
2)
Limpo
po p
rovin
ce d
id no
t to
have
fund
ing fo
r the
Pro
fessio
nal
Deve
lopme
nt an
d thi
s aff
ected
its
pe
rform
ance
on
the
im
pleme
ntatio
n of th
e CPT
D ma
nage
ment
syste
m. M
easu
res w
ere
put i
n pla
ce to
sup
port
the p
rovin
ce, a
s a
resu
lts it
s pe
rform
ance
inc
reas
ed es
pecia
lly w
ith re
gard
to si
gning
up of
teac
hers,
howe
ver
in oth
er ar
eas t
he pr
ovinc
e is s
till be
hind.
3)
Prov
inces
that
sign-
up m
anua
lly co
uld no
t sub
mit im
media
tely.
As
a res
ult, it
delay
ed th
e elec
tronic
data
captu
ring a
nd su
bseq
uentl
y the
stati
stics
beca
me sk
ewed
.
Ther
eare
27 9
14 un
captu
red
forms
that
were
deliv
ered
to S
ACE
at the
end o
f the 4
th quar
ter of
2015
/16 , t
his w
as as
a re
sult o
f mop
up
sess
ions c
ondu
cted i
n Jan
uary
to Ma
rch 20
16.
The S
ACE
prov
incial
coor
dinato
rs ha
d tire
lessly
wor
k with
the H
igher
Ed
ucati
on In
stitut
ions i
n diffe
rent
prov
inces
, in en
surin
g tha
t the
signin
g up o
f the f
ourth
year
stud
ent te
ache
rs do
es no
t fail.
They
could
ha
ve go
ne be
yond
wha
t they
have
achie
ved a
t the t
ime,
if it w
as no
t for
fees
mus
t fall c
ampa
ign, w
hich d
omina
ted th
e thir
d qua
rter o
f the
finan
cial y
ear (
i.e. O
ctobe
r to D
ecem
ber
2015
).
39SOUTH AFRICAN COUNCIL FOR EDUCATORS
Prog
ram
me N
ame:
Pro
fess
iona
l Dev
elopm
ent
Perfo
rman
ce
Indi
cato
rAc
tual
Achi
evem
ent
2014
/2015
Plan
ned
Targ
et20
15/20
16
Actu
al Ac
hiev
emen
t20
15/20
16
Devia
tion
from
plan
ned
targ
et to
actu
al ac
hiev
emen
t for
2015
/2016
Com
men
t on
devia
tions
Numb
er of
sign
ed-u
p pr
incipa
ls, de
puty
princ
ipals
and
HODs
unde
rtakin
g PD
activ
ities /
pr
ogra
mmes
Type
1 – 4
3%
activ
ities r
epor
ted by
all
coho
rts.
Type
2- 42
% ac
tivitie
s re
porte
d by a
ll coh
orts.
Type
3 – 1
5%
activ
ities r
epor
ted by
all
coho
rts
55%
of si
gned
-up
princ
ipals,
de
putie
s and
HO
Ds.
Natio
nal R
epor
t on
the pr
ofess
ional
deve
lopme
nt up
take b
y ed
ucato
rs an
d ove
rall
partic
ipatio
n in t
he
CPTD
syste
m.
Not A
chiev
ed
38.02
% of
sign
ed-
up pr
incipa
ls,
depu
ty pr
incipa
ls an
d HOD
s hav
e un
derta
ken P
D ac
tivitie
s and
pr
ogra
mmes
16.98
%Th
ere i
s und
er-re
portin
g rep
ortin
g on p
artic
ipatio
n in v
ariou
s Pr
ofess
ional
Deve
lopme
nt Ac
tivitie
s by p
rincip
als, d
eputy
princ
ipals
and H
ODs.
Numb
er of
prov
iders
appr
oved
.99
200 o
r 80%
of
appli
catio
ns.
113 n
ew pr
ovide
rs we
re ap
prov
ed.
The
proje
cted
numb
er w
as n
ot re
ache
d be
caus
e of
a low
turn
-ove
r in
subm
ission
of a
pplic
ation
s. Th
e sp
read
of t
he p
rivate
pro
vider
s in
all
nine
prov
inces
is u
neve
n wi
th a
huge
conc
entra
tion
of pr
ovide
rs in
the
Gaute
ng P
rovin
ce. T
here
is a
drop
in th
e num
ber o
f pro
vider
appli
catio
ns
rece
ived
by th
e offi
ce. T
his is
as
a re
sult
of the
fewe
r num
ber o
f new
pr
ovide
rs in
the sy
stem.
Mo
st pr
ovide
rs ha
ve ap
plied
and t
hey a
re ju
st su
bmitti
ng th
e pro
fessio
nal
deve
lopme
nt ac
tivitie
s.So
me pr
ovide
rs do
n’t fo
cus o
n tea
cher
deve
lopme
nt thu
s bec
ome
irrele
vant
to the
syste
m. (T
hese
have
been
advis
ed to
align
and
deve
lop ed
ucati
on sp
ecific
activ
ities w
ith re
feren
ce to
the s
ystem
ne
eds.)
Numb
er of
pr
ofess
ional
deve
lopme
nt ac
tivitie
s
500 o
r 80%
of
appli
cants
.1 1
09 en
dorse
ment
appli
catio
ns w
ere
rece
ived a
nd 10
91
were
endo
rsed.
609
New
strate
gies w
ere p
ut in
place
to at
tract
the su
bmiss
ion of
new
activ
ities.
Addit
ional
activ
ities w
ere r
eceiv
ed fr
om th
e Pro
vincia
l Edu
catio
n De
partm
ents.
40 ANNUAL REPORT | 2015/2016
PROFESSIONAL DEVELOPMENT NARRATIVE
Duringthe2015/16financialyear,SACEcontinuedtoimplementtheCPTDManagementSystemwiththesupportoftheDepartmentofBasicEducation(DBE),nineProvincialEducationDepartments(PEDs),teacherunionsandotherstakeholders.Theperiodunderreviewfocusedontheorientationandsign-upofthePostLevel1(PL1)teachersforparticipationintheCPTDsystemfromJanuary2016onwards.Additionally,thesigned-upprincipals,deputyprincipalsandHODsreportedtoSACE, theirparticipation in threetypesofProfessionalDevelopmentactivities(teacher-initiated,school-initiatedandexternally-initiated).VariousproviderswereapprovedandtheirprofessionaldevelopmentactivitiesweresubmittedtoSACEforevaluationandendorsementbytheevaluatorsand endorsement committee respectively. The following sections provide narrative on some of the 2015/16ProfessionalDevelopmentachievements.
Orientation and Sign up of PL1 Teachers.
In2015/1656679PostLevel1teacherswereorientatedwiththegreatersupportoftheProvincialEducationDepartments and District Training Teams consisting of SACE, PEDs and stakeholders. These teachers weresimultaneously signed-up forparticipation in theCPTDsystemmanuallyandelectronically through theCPTDInformationSystems(CPTD-IS)self-serviceportal.Theorientationandsign-upprocesshas,toacertainextent,providedsomeindicationsonthelevelatwhichprovincesareimplementingtheCPTDsystem,asfollows:
50% – 60% Achievement
Free State – 66.18%
Mpumalanga – 59.97%
North-West – 58.38%
30% - 49% Achievement
Gauteng – 44.72%
Western Cape – 34.50%
0% - 29% Achievement
KwaZulu-Natal – 11.70%
Northern Cape – 9.66%
Eastern Cape = 7.45%
Limpopo – 3.87%
Theachievements inMpumalanga, FreeState,North-West,GautengandWesternCape, couldbeattributed,amongstotherthings,tothefollowing:
• North-Westprovince’sstrategy inutilisingtheSASMSAdministrativeAssistants inschools tosign-upallteachersatschoollevel.Thisstrategyisalsoassistinginclearingtheprincipals,deputyprincipalsandHODsbacklogs.TheseAdministratorsweretrainedonhowtousetheCPTDself-servicewebportal;
• Mpumalanga province utilised the school-based SASMS Administrators and the District TeacherDevelopmentCentrestosign-upPL1teachersinsomeofthedistricts;
• Just likeMpumalanga, Free State province implementing theCPTD system through itsDistrict TeacherDevelopmentCentresandthecentresfacilitatingtheonlinesign-upprocess;
• ThecontinuingtrendsintheWesternCapetoimplementthepaperlessCPTDsystemthroughtheCPTDself-serviceportalandcriticalmassofDistrictTrainingTeams;
• GautengTeacherDevelopmentunitsatDistrict level takingthe lead in implementingtheCPTDsystem.However,Gautengcontinuedtosign-upteachersmanuallyinnumbers,despitethefactthattheprovinceisadvocatingthepaperlessteachingandlearning;and
• PL1teacherswhoeagertoutilisetechnologythroughtheCPTDself-serviceportalandsign-upthemselves
41SOUTH AFRICAN COUNCIL FOR EDUCATORS
Additionally,refreshersessionsfortheProvincial/DistrictTrainingTeamsandotheroffice-basededucatorswereheldintheWesternCape,Gauteng,FreeState,North-West,Mpumalanga,KwaZulu-Natal,andNorthernCape.Teacherunionmemberswerealsocapacitatedtoprovideonsitesupportfortheeducatorsatvariouslevels.
Thebenefitsderivedfromthesign-upprocessareasfollows:
• CreatedTeachers’Individualaccount/recordofProfessionalDevelopment
• Drawingperiodicreportsonteachers’professionaldevelopmentuptake;
• Individual teachers taking responsibility to monitor and reflect on their Continuing ProfessionalDevelopment;
• TeachersparticipatingintheCPTDsystemonlinethroughtheCPTDSelf-ServicePortal;
• Created theCPTDSystemData Setsmadeupofprincipals, deputyprincipals,HODs,PL1Teachers andstudentteachers;
• Platformforpossiblecollaborationondatacollection,sharing,validationthroughtheDBE’sSASMSandLURITS 2
• FindingstrategicwaysofcollaboratingwiththeDBEandDHETontheCPTDInformationsystemintermsoftheTeacherProfileProjectandteachersupplyanddemandwithregardtothesize,shapeandsubstanceissues
• ProducingpreliminaryStatisticalDocumentonPrincipalsandDeputyPrincipals–SizeandShapeofthePrincipalsandDeputyPrincipalsinSouthAfrica.
Orientation and Sign-up of Student Teachers
By theendof thefinancial year, therewerenotmany student teacherswhowereorientatedand signed-upbecausethesewerescheduledbetweenFebruaryandNovembermostlyduetotheacademiccalendar intheHigherEducationInstitutions.Inlinewiththis,orientationandsign-upshappenedasfollowsinvariousprovinces:
Province Total
Eastern Cape 32
Free State 143
Gauteng 334
KwaZulu-Natal 1 261
Limpopo Province 32
Mpumalanga 169
Northern Cape 29
North-West 163
Western Cape 100
Grand Total 2 263
Graph 1. Student sign up per province
Therewereadditional632final-yearstudentteachersign-ups(inMpumalangaandKwazulu-Natal).Thesesign-upsweredonemanuallyandtheywillbecapturedinthenewfinancialyearduetolatearrivalfromthesetwoprovinces.
42 ANNUAL REPORT | 2015/2016
Foreign Citizen South African Citizen (blank) Total
Eastern Cape 2 29 1 32
Free State 2 134 7 143
Gauteng 3 316 15 334
KwaZulu-Natal 1 1256 4 1 261
Limpopo Province 32 32
Mpumalanga 157 12 169
Northern Cape 2 27 29
North-West 1 157 5 163
Western Cape 99 1 100
Grand Total 11 2 207 45 2 263
Graph 2. South African and foreign final year Student sign- up per province
Row Labels Female Male Total
Eastern Cape 24 8 32
Free State 111 32 143
Gauteng 256 73 329
KwaZulu-Natal 841 420 1 261
Limpopo Province 25 7 32
Mpumalanga 104 63 167
Northern Cape 25 3 28
North-West 121 42 163
Western Cape 79 21 100
Grand Total 1 586 669 2 255
Graph 3. Final-year Student sign up per province in terms of Gender
African Asian Coloured Indian Other White TotalEastern Cape 11 5 1 15 32Free State 98 2 1 41 142Gauteng 148 1 5 10 1 167 332Kwa-Zulu- Natal 1 119 3 23 81 28 1 254Limpopo 8 24 32Mpumalanga 115 1 50 166Northern Cape 2 2 3 21 28North-West 54 6 2 101 163Western Cape 11 37 1 51 100Grand Total 1 566 4 80 95 6 498 2 249
Graph 4. Student sign up per province in terms of Population group
Thesignupandorientationofthefinalyearstudentteacherswereconductedthroughthefollowingmodes:
• TheCPTDwalk-incentresattheSACEKwaZulu-Natal,FreeStateandCenturionHeadoffice.
• Atschoolswheretheyweredoingpracticeteaching.
43SOUTH AFRICAN COUNCIL FOR EDUCATORS
• Voluntary,throughtheSACECPTD-ISSelfServiceportal.
Continuation of the Principals, Deputy-Principals and HoDs orientation and sign-up sessions
Principals and Deputy HODs
Province Total Province Total
GP 405 GP 1079
NW 298 NW 435
LP 85 LP 131
EC 421 EC 430
WC 191 WC 482
MP 181 MP 407
KZN 225 KZN 478
FS 185 FS 354
NC 35 NC 90
Total 2 026 Total 3 886
The tablesabove indicate thenumberofPrincipals,DeputiesandHODswhowereorientatedand signedupduringthemop-upsessionsconductedinallthenineprovinces.ThesupportprovidedbySACEincapacitatingtheProvincialTrainingTeaminEasternCapeyieldedpositiveresults,whichledtotheprovinceimprovingthenumberofthePrincipalsandDeputiessigned-upfollowedbyGautengwiththehighestnumberofHODssignedupduringthemopupsessions.
CPTD Orientation Material
TheCPTDsystemorientationmaterialwasrevisedinlinewithfeedbackandinputsfromtheteachers,facilitatorsandtheCPTDCoordinatorsfromSACEandtheProvincialEducationDepartments.Thefollowingdocumentsweredistributedto184000PL1Teachers:
- 184000PL1NeedsAnalysisQuestionnaires
- 120000PL1Sign-upandprofileform
- 184000CPTDOrientationManualstorteachers
- 40000ProfessionalDevelopmentPortfolios
Challenges
PostLevel1teachers(insecondaryandcombinedschools)sign-upsbelow,theorientationandsign-upprocessesaremoving extremely slow in the Limpopo, Eastern Cape, Kwa-ZuluNatal andNorthern Cape. The LimpopoProvinceindicatedthatthereisnobudgetforprofessionaldevelopmentandtheCPTDsysteminparticular.Therewerealsochallengesaroundtheprocurementoftheorientationandsign-upmaterial.ThisaffectedprovincessuchasKwa-ZuluNatal,FreeState,EasternCapeandNorthernCape.ChallengeswerealsoexperiencedwiththeCPTD-Informationsystemwheretheoldserverscrushedandasaresultthesystemwasdownformostofthetimeduringthesecondandthirdquarters.Thiswasaggravatedbytheprocurementprocesswhichtooklongtoreplacetheoldservers.
44 ANNUAL REPORT | 2015/2016
Furthermore, themajorityof schoolsor facultiesofeducationgaveSACEandCoordinators inprovincesslotstoorientateandsign-upstudentsduringthelastquarteroftheyear.ThedevelopmentofthestudentteachercomponentoftheCPTDself-serviceportalhasbeencompletedduringthethirdquarter.
Strategies to overcome under performance on the CPTD Orientation and Sign-up
• WearecontinuingtoencouragethePEDstoacceleratetheprocessofsecuringtheCPTDbudget.
• VisitstotheHOD’sinNorthernCape,EasternCape,KwaZulu-Natal,EasternCapeandLimpopoprovincesforfurtherdiscussionsandsupport.
• Thedivisionwillembarkonadvocacycampaigntoincreasethenumberofstudentteacherssignup.
• Re-trainingandsupportoftheNationalCoreTrainingteamtoassistinprovincesinadvocacy,monitoringandsupportingteachersonCPTDactivitiesandwherecapacityisneededconducttheorientationandsignup sessions.
• EstablishmentoftheschoolbasedCPTDleadteacherswhowillberesponsibleforsupportingteachersonCPTDrelatedactivities.
• Theorientationandsign-upofstudentteacherstobedonefromthesecondquarteronwardstoavoidthedelays experienced in 2015.
Professional Development Uptake
42495PrincipalsandDeputyPrincipals(includingthoseinactingpositions)havesignedup,and16 882 (39%)ofthemareundertakingPDactivities.34702HODshavesignedupand12 465 (35 .9%)ofthemareparticipatinginPDactivitiesinlinewiththePDUptakereport.Table1below,reflectsthereportedProfessionalDevelopmentactivitiesaccordingtothefollowingpositions:Principal,ActingPrincipal(AP),DeputyPrincipal,ActingDeputyPrincipal(ADP),HOD,ActingHODandTeacher.
Table 1. Total reported activities per position
ADP Acting HOD AP DP HOD Principal Teacher Total
EC 20 5 3 232 686 717 490 2 153
FS 49 50 71 615 1 153 963 995 3 896
GP 107 79 35 1 604 3 000 1 169 3 001 8 995
KZN 38 81 53 1 096 2 034 2 280 892 6 474
LP 11 13 17 98 276 401 212 1 028
MP 52 90 38 1 482 3 076 1 599 1 011 7 348
NC 7 2 13 29 88 102 111 352
NW 32 23 52 476 619 711 1 156 3 069
WC 92 45 39 992 1 145 1 587 800 4 700
Total 408 388 321 6 624 12 077 9 529 8 668 38 015
ThefollowingtableindicatesPDundertakeaccordingtothethreetypesofProfessionalDevelopmentActivities–TeacherInitiate(Type1),SchoolInitiated(Type2),andExternallyInitiated(Type3)asfollows:
45SOUTH AFRICAN COUNCIL FOR EDUCATORS
Table 2. Total reported activities per type of activity
Row Labels Teacher Initiated School Initiated Externally Initiated
EC 1 080 849 251
FS 1 451 1 753 700
GP 3 867 3 876 1 273
KZN 3 014 2 853 610
LP 475 392 165
MP 3 471 3 187 693
NC 200 99 53
NW 1 020 1 031 1 021
WC 1 737 2 042 941
Grand Total 16 315 16 082 5 707
CPTD-IS
Student Teacher Component of the CPTD-IS
Thestudent teachercomponenthasbeendevelopedand testedandnowtheycansign-upandupdate theirinformation electronically. SACE nowhas an initial database of the student teachers. Thiswill also assist intrackingthestudentteacherswhoend-uptakinguppostsinschools.
Datasets on the CPTD-IS
TheCPTD-ISnowhasthefollowingdatasets:
• Signed-up Educators
o Principals
o HODs
o PL1 Educators in Secondary and Combined Schools
o PL1 Educators in Primary Schools
o Student Teachers
• Signed-up Schools
• Approved Providers
• Endorsed Professional Development Activities
CPTD-IS Analysis
• Aserviceproviderhasbeenappointed,withthesupportoftheVVOB,toassessandanalysethefunctionality,usability,andutilityoftheCPTD-IS.Thefullreportonthishasbeenreleasedandthenecessaryremedialactionisbeingundertaken.
• TheCPTDInformationsystemwasupgradedintermsonprocuringtheBusinessIntelligenceToolSystem(BITs) to enhance data management and reporting systems to the Provincial Education Departments,Districts,DBE,stakeholdersandSACECouncilstructures.
46 ANNUAL REPORT | 2015/2016
Professional Development Providers and Activities
Evaluation Process
Therearecurrently56activeEvaluatorswhoareassistingSACEtoevaluateprovider’sapplicationsforapprovalandendorsementofprofessionaldevelopmentactivities.Thesub-divisionhasconvenedsevenevaluationsessionswhichdifferedintermsoftheduration,thebreakdownofthesessionswereasfollows,thesecondquarterwehadthree-daysession,forthefourthquarterwehadtwo-dayssessionandthefirstandthethirdquarterswehadaone-daysession.Itisoutofthesesessionsthatwewereabletoevaluate1109activities.Thetotalnumberofprofessionaldevelopmentactivitiesendorsedis1091andthosethatarenotendorsedis18.Therewerealso121providerapplicationsforapprovalthatwereevaluated.
Therewere18professionaldevelopmentactivitiesthatwerenotendorsed.Thisisasaresultofthefollowingreasons:
• Non-compliancewiththerequirements
• Poorqualityofthesubmission(content)
• Irrelevanttothetargetaudience(teachers)
• Poorconceptualisationofactivities
• Poorqualityofthetrainingmaterial(LTSM)
Provincial Support
During the period of reporting, we provided support to provinces that requested help from the office. ThefollowingprovincesweresupportedGauteng,FreeState,MpumalangaandLimpopo.ThesupportwasbasedontheunderstandingoftheCPTDManagementSystemgenerallyandtheapplicationprocessesforapprovalandendorsement.TheFreeStateinterventionwasalsostrengthenedbytheparticipationandcollaborationwithourpartnerstheVVOB.
The Free State andMpumalanga intervention and support targeted all the Provincial EducationDepartmentdirectoratesandofficialswhohavearoletoplay inasfarasteacherdevelopmentandsupport isconcerned.Participants came from provincial and district offices, Curriculum, Management and Governance, InclusiveEducation,SpecialneedsandHIV&AIDS.TheseofficialsweretakenthroughaninteractivestepbysteppresentationontheSACEproviderapplicationprocess.
Theobjectivesforthesessionswereto:
1. Create understanding on SACE endorsement process and PD points
2. Createunderstandingofthequalityrequirementsforendorsement
3. CreateunderstandingonhowSACE’sevaluationrubricworks
4. Engageinthepreparationofexistingprofessionaldevelopmentactivitiesforsubmission.
5. StartaprocessofsubmittingprofessionaldevelopmentactivitiestoSACE
47SOUTH AFRICAN COUNCIL FOR EDUCATORS
Thefollowingareaswereemphasisedandclarified:
• Applicationformstobeused
• TheimportanceofdistinguishingbetweenshorterandlongeractivitiesinlinewithSACEdefinitions.
• Requirements forsubmissionofprofessionaldevelopmentactivitieswithregardtoadditionalmaterial/manuals
• Developingandsubmittinganactivityforevaluation
• Provider guidelines
Theintentionistoreplicatethistypeofsupportandtraininginalltheremainingprovinces.
The Western Cape Education Department (WCED) onsite evaluation pilot
TheWCEDthroughitsprovincialteacherdevelopmentinstitutetheCapeTeachingandLearningInstitute(CTLI)invited SACE to pilot the onsite evaluation of professional development activities. We took four Evaluatorsbasedontherelevantfieldstohelpuswiththepilot.Therewere24professionaldevelopmentactivitiesthatweevaluatedinaspaceofthreedays.TheserangedfromtheCurriculum(subjectspecific)toLeadershipandManagementactivities.
Lessons learned
• Whenevaluatingonsiteitwaseasytoaskformissinginformationandgetitonthespot.Thisenhancedthespeedatwhichonecancompleteanevaluationwithoutgoingbackandforth.
• TheprocessenableSACEtohavedirectandimmediateresponsesontheissuesthatneededtobeclarified.
• There was an opportunity for the provider to receive immediate and initial feedback on the quality/shortcomingsoftheirsubmissions.
• Thematerialdeveloperswereprovidedwithadviseonwhichareastostrengthenforfuturesubmissions
The VVOB Partnership
ThepartnershipbetweenSACEandtheFlemishGovernmentthroughtheVVOBhascreatedanopportunitytoprovidefurthersupporttotheProvincialEducationDepartmentsandotherproviders.Throughthispartnershipwewereable to improveandstrengthenourevaluationrubric, trainEvaluatorson theuseof therubricandfurtherdevelopanevaluationrubricforonlineactivities.TheevaluationrubricwepilotedinMpumalangaandFreeStatewiththeactualproviderstosourcetheirunderstanding,interpretationandpossiblechallengeswithregard to compliance.
ThereisanundertakingfromVVOBtocontinuesupportingSACEwithimprovingitsevaluationandendorsementprocesses.
Endorsement of Professional Development Activities
ThereisanimprovementintheresponsefromthenineProvincialEducationDepartmentsasallofthemhavefinallyappliedforapprovalstatuswiththeCouncil.ThereisstillachallengeexperiencedbysomeoftheProvincialEducationDepartmentswhenitcomestosubmissionofprofessionaldevelopmentactivities.ThisisthebreakdownofactivitiesreceivedfromthePEDsfortheperiodofreporting.
48 ANNUAL REPORT | 2015/2016
Provincial Education Department Number of Activities submitted
Number of Activities Endorsed
Gauteng (Mathew Goniwe School of Leadership & Si-Bono)) 5 5
Western Cape (Cape Teaching and Learning Institute) 24 22
Limpopo (Mastech) 5 5
Free State 2 2
Northern Cape 0 0
Mpumalanga 76 75
KwaZulu-Natal 0 0
Eastern Cape 0 0
North-West 0 0
Department of Basic Education (British Council) 22 22
Theresponsefromtheuniversitiesisalsoencouraginginasensethatoutof25HigherEducationInstitutionswehave5universitiesthathaveappliedforapprovalandsendintheiractivitiesforendorsementfortheperiodofreporting.
Name of University Number of Activitiessubmitted
Number of Activities Endorsed
University of Cape Town 73 71
Rhodes University 10 10
University of South Africa 08 08
University of North-West 01 01
Free State University 09 09
The response of the Teacher Unions has been encouraging as they respond to theirmembers’ professionaldevelopmentneeds.ThismightbeasaresultoftheirparticipationintheTeacherUnionCollaborationinitiative.Theirsubmissionsfortheperiodofreportingisasfollows:
Name of the Union Number of Activitiessubmitted
Number of Activities Endorsed
NAPTOSA 19 19
SAOU 8 8
SADTU 4 4
NATU 2 2
PEU 0 0
49SOUTH AFRICAN COUNCIL FOR EDUCATORS
Summary of the Endorsed Activities for the period of reporting
School Subjects
Subject Name Number of Activities
English 90
Mathematics 77
Maths Literacy 12
Natural Science 27
Physical Science 34
Life Science 60
Geography 22
History 17
Life Orientation 27
Afrikaans 2
Tourism 12
Accounting 12
Technology 4
Economics 4
Business Studies 1
IsiXhosa 4
50 ANNUAL REPORT | 2015/2016
Thetableabove indicates theactivitiesbasedonschoolsubjects thatweresubmittedtoSACE forevaluationandendorsement.Whenonereflectsonthe29subjectsoftheNCSthesubmissionreflects55%oftheschoolsubjects.Thereisaneedforsubmissionofotherlanguagesthatarecoveredinthecurriculum.
Non-School subject professional development activities
Activity Name Number of Activities
Management and Leadership 135
Education 2
ICT 133
Wellness programmes 53
Assessment 71
ECD programmes 25
Special Needs programmes 79
Discipline programmes 38
Financial Management 23
Sports - Cricket 2
Shared Reading 2
School Media 2
Lead and Manage the Curriculum 8
Communication 11
Mentoring and Motivating 21
Writing, Presenting and Team development skills 17
Conflict Management 8
Policy Development 9
Team Building 1
First Aid courses 6
Life Skills 6
51SOUTH AFRICAN COUNCIL FOR EDUCATORS
Provider Approval
ThespreadoftheprivateprovidersinallnineprovincesisunevenwithahugeconcentrationofprovidersintheGautengProvince.Thereisadropinthenumberofproviderapplicationsreceivedbytheoffice.Thisisasaresultofthefewnumberofnewprovidersinthesystem.
Mostprovidershaveappliedandtheyarejustsubmittingtheprofessionaldevelopmentactivities.
Someprovidersdonotfocusonteacherdevelopmentthusbecomeirrelevanttothesystem.(Thesehavebeenadvisedtoalignanddevelopeducationspecificactivitieswithreferencetothesystemneeds.)
Provider Category Number of Providers
Category A 63
Category B 57
Category C 1
Total number of providers 121
PROFESSIONAL STANDARDS
Background
TheteachingprofessionaliscurrentlyoperatingwithoutprofessionalstandardsforIPETandCPTDprogrammescontent andprofessional practice. This gap should be addressed as amatter of urgency to enhance teacherprofessionalization.Coupledwiththis,istherecognitionofSACEasaprofessionalcouncilbySAQA,developmentoftheprofessionaldesignationsforteachersandlinkageswiththeinductionbyemployersandawardingoffullregistrationstatus.
Purpose:
• Workingcollaborativelywithstakeholdersandpartnersinsetting,upholdingandmonitoringprofessionalstandardstoenhanceteacherprofessionalisation.
52 ANNUAL REPORT | 2015/2016
Key functions:
• Developstandardsinthefollowingareas:
- entryintotheteachingprofessionfromadmissiontofullregistration,
- IPETandCPTDprogrammecontent,and
- professionalpractice
• Awardteacherdesignation.
53SOUTH AFRICAN COUNCIL FOR EDUCATORS
Prog
ram
me N
ame:
Pro
fess
iona
l Sta
ndar
ds
Perfo
rman
ce In
dica
tor
Actu
al Ac
hiev
emen
t20
14/20
15
Plan
ned
Targ
et20
15/20
16Ac
tual
Achi
evem
ent
2015
/2016
Devia
tion
from
plan
ned
targ
et
to ac
tual
achi
evem
ent f
or
2015
/2016
Com
men
t on
devia
tions
Set a
nd im
pleme
nt pr
ofess
ional
stand
ards
.Re
sear
ch R
epor
t on t
he
profe
ssion
al sta
ndar
ds an
d im
pleme
ntatio
n plan
are
appr
oved
.
Achi
eved
: Re
sear
ch re
port
and
imple
menta
tion p
lan
avail
able
--
Numb
er of
newl
y qua
lified
ed
ucato
rs be
ing aw
arde
d pr
ofess
ional
desig
natio
n stat
us.
Rese
arch
Rep
ort o
n tea
cher
pr
ofess
ional
desig
natio
ns
and i
mplem
entat
ion pl
ans a
re
appr
oved
Partly
Ach
ieved
:
Daft d
esign
ation
Re
ports
avail
able
Appr
oved
Teac
her D
esign
ation
s an
d Imp
lemen
tation
Plan
The a
ctual
deve
lopme
nt of
the pr
ofess
ional
desig
natio
n still
to be
comp
leted
and
appr
oved
thro
ugh s
takeh
older
cons
ultati
on
and C
ounc
il pro
cess
es.
54 ANNUAL REPORT | 2015/2016
Professional Standards Narrative
TheProfessionalStandardsprogrammeisimplementedwithinabroadercontextoftheteacherprofessionalisationin South Africa as led by SACE. The following have already been attached under the professional standardsprogrammeandteacherprofessionalisationbroadly:
Teacher Professionalisation Research
• ApprovedteacherprofessionalisationreportbytheSACECouncil inprincipleforconsultationpurposes,withtheteachingprofessionstakeholders.
• Formthereport,aqualitativeresearchapproachidentifiedkeythemesandconsiderationsthatemergedfrominterviewees’perspectivesontheproposedprofessionalisationpathandontheresearchrole,aswellasonissuesraisedaboutSACE’sstatus,roleandfunctions.Adesktopreviewcomplementedtheinitialreviewoftheliterature.
• Themainpurposeoftheteacherprofessionalisationreportistomapthe“professionalisationpath”thatSACEneedstofollowinordertoregistereducators,promotetheprofessionaldevelopmentofeducators,manageaCPDTsystem,andimportantly,alsoto“maintainandprotectethical and professional standards foreducators.
• Itisimportanttoalsonotethatthediscussionpaperdrawsoninputsmadebystakeholders,notablyonthereviewofrelevantnationalandinternationalliteraturementionedabove.Akeythreadinthediscussionpaper is the emphasis on the status and role of SACE to champion teacher professionalisation and tooperationalisethisprocesswithclearmilestonesanddeliverables.
ThefollowingconsultationsandinteractionsfurthercomplementedtheSACEprocessandinformedthediscussiondocument:
• Perspectives on teacher professionalism and accountability presented at a joint seminar on TeacherProfessionalismandTeacherAccountability inCenturionon18 June2015hosted jointlyby theCentrefor International Teacher Education (CITE), the National Education Collaboration Trust (NECT) and theSouthAfricanCouncilforEducators(SACE).Itisimportanttonotethatinitialconsensusontheneedforprofessionalstandardsandprofessionalisingtheteachingprofessionwasreachedbyallthestakeholdersandparticipantspresent.Thesignificanceofwiderconsultationwasemphasised.TherewasalsoaneedtotakeCommonwealthStandardsFrameworkforTeachersandSchoolLeadersreleasedin2014andtheDBE’sstandardforprincipalshipintoaccount.
• The empowering role of effective initial teacher education (ITE) teaching practice and performanceevaluation against appropriate, collegially set professional development standards was explored at acolloquiumthattookplaceinSeptember2015attheSowetoCampusoftheUniversityofJohannesburg,andwashostedbytheDepartmentofHigherEducationandTraining(DHET)inpartnershipwiththeEducationDeansForum(EDF),SACE,theUniversityofJohannesburgandtheCentreforDevelopmentandEnterprise(CDE).Relevantinsightsgainedfromthiscolloquiumweresharpenedandappliedinaworkshopontheroleofinductionintheteacherprofessionalisationpath.ProfessorLindaDarlingHammondprovidedaninternationalperspectiveonthistopic.
• AworkshophostedbySAQAand JETEducationServices tookplace inCenturion inNovember2015.Areviewof theCommonwealth TeacherProfessional Standards Frameworkwaspresentedby JET at theevent.KeystakeholderswerealsogiventheopportunitytosharerelatedworkunderwayinSouthAfrica’this includedSACE.Theworkshoppresentedanopportunity forall themajorroleplayersthathaveaninterestinprofessionalstandardstocometogether.AkeyoutcomeoftheworkshopwasstrongconsensustosupportSACEwiththedevelopmentofprofessionalstandardsthroughtheestablishmentofaworkinggroup(subsequentlyrenamedastheSACENationalAdvisoryGroup,NAG).
55SOUTH AFRICAN COUNCIL FOR EDUCATORS
• SeveralspecificrecommendationsarealsoincludedinthediscussionpaperthatfocusonSACE’sapplicationto SAQA tobe recognised as a professional body, thedevelopmentprofessional designations, broaderteacherprofessionalisationimplementationPlanandTeacherProfessionalisationPolicy.
Establishment of the Professional Standards National Advisory Group
• Furthermore,SACEestablishedtheProfessionalStandardsNationalAdvisoryGroupinDecember2015.TheNationalAdvisoryGroupismadeupofvariousstakeholders-EducationDeansForum(EDF),DepartmentofBasicEducation,DepartmentofHigherEducationandTraining,EducationalResearchOrganisations,JETEducationServices,SAQA,TeacherUnions,EducationLabourRelationsCouncil(ELRC),andAssociationsofSchoolGoverningBodies.
• ThemainpurposeoftheNationalAdvisoryGroupisto:
- supportconsultationandcollaborationwithkeystakeholdersinthedevelopmentoftheprofessionalstandardsframeworkbySACE
- provideexpertiseandadvicetoSACEontheprofessionalstandardsframework
- makerecommendationstoSACEontheprofessionalstandardsframework
TheGroupmettwicealready,inNovemberandMarch,andsomeofitsachievementsincludeprovidingdirectiontoSACEonvariousresearchandprocessesthatwillinformthestandardswritingprocessandtheproposalonthestandardswritingprocess.Theresearchfocusedonthefollowing:
• TeacherKnowledgeforteaching.Itemphasisedthepointthatindevelopingprofessionalpracticestandardsthere is a need to look at a blend between subject content knowledge and the general pedagogicalknowledge–PedagogicalContentKnowledge;
• Development of professional practice standards for teachers. This involves levels 6 levels of teachingimpliedbytheliteraturethatshouldberecognisedinsettingofprofessionalstandardsforteachers;and
• TowardsteacherprofessionalknowledgeandpracticestandardsinSouthAfrica.Thisincludeslessonsfromdeveloped and developing
Additionally,acomparativestudyisinprogresstocompareSACEwithotherprofessionalcouncilsinthecountryonprofessionalizationmatters.
Financial performance
2015/2016 2014/2015
Programme/activity/objective Budget Actual
Expenditure(Over)/Under Expenditure Budget Actual
Expenditure(Over)/Under Expenditure
R’000 R’000 R’000 R’000 R’000 R’000
Professional Development 10 700 8 437 2 263 13 188 10 531 2 657
Total 10 700 8 437 2 263 13 188 10 531 2 657
56 ANNUAL REPORT | 2015/2016
3 .4 . POLICY AND RESEARCH
STRATEGIC OBJECTIVE : PROFESSIONAL RESEARCH
Programme Purpose:
• ToenhancepolicyandresearchcoordinationwithinSACE.
• TostrengthentheSACEadvisoryroleandservicesthatis informedbypolicy,research,andconsultativeprocesses.
• TopromoteresearchonprofessionalmattersandanyothereducationalmatterrelevanttoSACE.
Key Functions:
• AdvisingtheMinisterofBasicandHigherEducation,Councilandthepubliconprofessionaldevelopmentmatters;
• Developandimplementprofessionalstandardsanddesignationsincludinganinductionmethodology;
• ProvideongoingsupporttoalltheSACEDivisionsandCommitteesintermsofpolicyandresearchmatters;
• ConceptualizeandundertakeresearchonprofessionalmattersforpurposesofinformingSACEprogrammes,Councildecisions,educationalpolicy,advisingtheMinisterofEducation,Councilandtheprofession;
• Produce policy and research publications/ reports and disseminate research findings through variouscommunicationschannels.
• EstablishandmanagetheSACEresourcecenter.
Sub-programmes
• PolicyandResearchSupport
• ResearchProjects
• ProfessionalMagazine
• ResearchDissemination
• MonitoringandEvaluation
Performance IndicatorActual
Achievements 2015/2016
Planned Target
Deviation from planned targetFor 2015/2016
Comments on deviations for 2015/2016
(a). Number of research projects undertaken in line with the SACE research agenda
5 6 1 The other project overlapped to the new financial year.
Number of Policy advice and briefs produced per annum
2 2 1 Policy brief and advice to the Minister scheduled for the new financial year
Number of Professional Magazine produced and disseminated
2 4 2 Delays experienced with regard to getting articles from the schools
57SOUTH AFRICAN COUNCIL FOR EDUCATORS
NAR
RATI
VES
Polic
y an
d Re
sear
ch P
rogr
amm
e
RESE
ARCH
PRO
JECT
SUMM
ARY
PROG
RESS
1. HO
Ds N
eeds
Ana
lysis
proje
ct14
234 H
ODs c
omple
ted th
e nee
ds id
entifi
catio
n qu
estio
nnair
es du
ring t
he C
PTD
orien
tation
and s
ign-u
p pr
oces
ses a
cross
the 9
prov
inces
in th
e pre
vious
finan
cial
year.
The
data
has a
lread
y bee
n cap
tured
in th
e pre
vious
fin
ancia
l yea
r as w
ell
The r
esea
rch st
udy w
as fin
alise
d and
pres
ented
to th
e Cou
ncil s
tructu
res.
One o
f the i
ssue
s pic
ked-
up fr
om th
e rep
ort w
as th
at the
findin
gs w
ere n
ot re
pres
entat
ive of
all H
ODs i
n the
nine
pr
ovinc
es. T
he qu
estio
nnair
es w
ere i
n a pa
per f
orm
and p
rovin
ces s
uch a
s the
Wes
tern C
ape
which
is a
pape
rless
prov
ince a
nd so
, ther
e was
not m
uch f
eedb
ack i
n a pa
per f
orm
from
the
Wes
tern C
ape.
Coun
cil re
comm
ende
d tha
t ano
ther q
uesti
onna
ire be
draw
n and
be di
stribu
ted
throu
ghou
t all n
ine pr
ovinc
es so
that
we do
not h
ave d
ata th
at ex
clude
s othe
r pro
vince
s
2. Po
st Le
vel 1
Teac
hers
Need
s An
alysis
proje
ctJu
st lik
e the
need
s ide
ntific
ation
proc
ess f
ollow
ed w
ith th
e pr
incipa
ls, de
puty
princ
ipals
and H
ODs,
the sa
me pr
oces
s will
be fo
llowe
d with
the P
ost L
evel
1 Tea
cher
s dur
ing th
e 201
5/16
CPTD
orien
tation
and s
ign-u
p ses
sions
and p
roce
sses
.
To d
ate 8
387
(7.60
%) q
uesti
onna
ires f
rom
a tar
geted
110
000
orien
tation
s and
sign
-ups
hav
e be
en re
ceive
d an
d ca
pture
d on
the
EXCE
L. Th
e pr
oces
s of a
nalys
ing th
is da
ta wi
ll be
done
in
the ne
w fin
ancia
l yea
r.
3. HO
Ds C
PTD
Sign
-up D
ata
Analy
sis (H
ODs P
rofile
)34
355 H
ODs s
igned
-up f
or pa
rticipa
tion i
n the
CPT
D sy
stem
by th
e end
of th
e 201
5/16 fi
nanc
ial ye
ar. T
his da
ta wi
ll be
analy
sed f
or pu
rpos
es of
unde
rstan
ding a
nd in
formi
ng th
e tea
cher
supp
ly an
d dem
and i
ssue
s in t
he D
HET
/ size
and
shap
e of th
e HOD
s and
teac
her p
rofile
proje
ct in
the D
BE.
HOD
data
analy
sed
indica
te tha
t the
re a
re m
ore
female
HOD
s tha
n ma
les in
the
coun
try.
KwaZ
ulu-N
atal h
as th
e ma
jority
of H
ODs
and
in ter
ms o
f pop
ulatio
n, the
high
est m
ajority
is
Afric
an. T
he m
ajority
of t
he H
ODs a
re b
etwee
n the
age
s 41
- 50
and
the P
rovin
cial E
duca
tion
Depa
rtmen
ts ar
e the
high
est e
mploy
ing b
odies
. Of t
he 3
4 35
5 sig
ned
up, 2
9 99
7 ind
icated
that
they a
re te
achin
g the
subje
cts th
ey sp
ecial
ised
on a
nd 2
9 23
3 ind
icated
that
they a
re h
eadin
g the
subje
cts th
ey sp
ecial
ised o
n.
4. Fin
alisin
g the
Prin
cipals
and
Depu
ty Pr
incipa
ls CP
TD S
ign-
up D
ata A
nalys
is (P
rincip
als
and D
eputy
Prin
cipals
Pro
file)
Same
as ab
ove.
Th
e Prin
cipals
and D
eputy
Prin
cipals
data
analy
sed i
ndica
te tha
t app
roxim
ately
59%
of al
l Pr
incipa
ls an
d Dep
uty P
rincip
als ar
e male
s. Th
e majo
rity of
indiv
iduals
in th
is gr
oup a
re
betw
een t
he ag
es of
51 -
60, fo
llowe
d by t
hose
betw
een t
he ag
es of
41 -
50. I
n the
Fre
e Stat
e, Ga
uteng
, Kwa
Zulu-
Natal
, Lim
popo
, Eas
tern C
ape,
Mpum
alang
a, the
Nor
thern
Cap
e and
the
North
-Wes
t, the
re w
ere a
lso a
few in
stanc
es of
Prin
cipals
, Dep
uty P
rincip
als, A
cting
Prin
cipals
an
d/or A
cting
Dep
uty P
rincip
als be
twee
n the
ages
of 22
- 29
(the
ir age
s wer
e dete
rmine
d by
mean
s of th
eir Id
entity
Num
bers)
5. Co
mpar
ative
stud
y on
natio
nal p
rofes
siona
l cou
ncils
an
d inte
rnati
onal
teach
ing
regu
lator
y auth
oritie
s
SACE
is re
posit
ioning
itself
to pr
ofess
ionali
se an
d reg
ulate
the
teach
ing pr
ofess
ion ef
fectiv
ely. P
art o
f the r
esea
rch pr
oject
involv
es le
arnin
g exp
erien
ces /
best
prac
tices
from
the o
ther
teach
ing co
uncil
s, oth
er pr
ofess
ional
coun
cils a
nd pu
blic
entiti
es of
simi
lar na
ture.
The d
eskto
p res
earch
has b
een fi
nalis
ed an
d all i
nputs
from
the d
eskto
p stud
y are
conti
nuou
sly
incor
pora
ted in
the i
mplem
entat
ion pr
oces
s.
58 ANNUAL REPORT | 2015/2016
RESE
ARCH
PRO
JECT
SUMM
ARY
PROG
RESS
6. Fiv
e Yea
r Ana
lysis
of the
ed
ucato
r misc
ondu
ct ca
ses
refer
red t
o SAC
E.
This
rese
arch
proje
ct ha
s bee
n car
ried o
ver f
rom
the pr
eviou
s fin
ancia
l yea
r.Th
is re
port
has b
een fi
nalis
ed an
d app
rove
d by C
ounc
il. Th
e main
purp
ose o
f the r
esea
rch w
as to
an
alyse
the
discip
linar
y cas
es re
porte
d to
SACE
and
the
discip
linar
y san
ction
s app
lied
there
after,
by
inclu
ding t
he du
ratio
n tak
en in
the c
omple
tion o
f thes
e cas
es by
SAC
E. Th
e res
earch
outco
mes
must
furthe
r con
tribute
to C
PTD
strate
gies
and
inter
venti
ons
that e
nhan
ce S
ACE’s
cap
acity
of
deali
ng ap
prop
riatel
y and
prom
ptly w
ith th
e rep
orted
disc
iplina
ry ca
ses.
The r
esea
rch fin
dings
from
this
repo
rt ha
ve b
een
that m
ost c
ases
repo
rted
to SA
CE a
re in
the
Wes
tern
Cape
, foll
owed
by
KwaZ
ulu-N
atal, M
puma
langa
and l
astly
, the E
aster
n Cap
e. To
tal 58
9 cas
es of
assa
ult of
the l
earn
er
or c
ollea
gue
were
pro
vincia
lly re
porte
d to
SACE
ove
r a fi
ve-ye
ar p
eriod
. Th
e tre
nd s
hows
that
it is a
lead
ing o
ffenc
e in
most
prov
inces
; with
the
Wes
tern
Cape
Pro
vince
lead
ing in
the
assa
ult
of the
lear
ner o
r coll
eagu
e inc
luding
cor
pora
l pun
ishme
nt wi
th 34
5 re
porte
d ca
ses
follow
ed b
y Ga
uteng
and K
waZu
lu-Na
tal w
ith 70
and 6
8 rep
orted
case
s res
pecti
vely.
Kwa
Zulu-
Natal
is le
ading
in
finan
cial m
iscon
duct
with
118
repo
rted
case
s foll
owed
by t
he W
ester
n Ca
pe a
nd M
puma
langa
wi
th 57
and
31
repo
rted
case
s re
spec
tively
. Wes
tern
Cape
is le
ading
in u
npro
fessio
nal c
ondu
ct wi
th 68
repo
rted
case
s, fol
lowed
by K
waZu
lu-Na
tal a
nd G
auten
g wi
th 59
and
57
repo
rted
case
s re
spec
tively
. The
repo
rt als
o sh
ows t
hat t
he tim
e tak
en to
conc
lude
repo
rted
discip
linar
y cas
es to
SA
CE h
as im
prov
ed tr
emen
dous
ly ov
er th
e 5
year
per
iod, t
here
is a
conc
eited
effo
rt by
SAC
E to
reso
lve th
e ca
ses r
eferre
d to
them
spee
dily,
the tu
rnar
ound
time
with
more
case
s is n
ow sh
orter
tha
n in 2
008 w
hen c
ompa
red t
o 201
2 the
re is
a sig
nifica
nt im
prov
emen
t. Mos
t of th
e rep
ortin
g was
do
ne by
the P
rovin
cial D
epar
tmen
ts of
Educ
ation
and t
hey w
ere l
arge
ly on
follo
wing
:
•Fin
ancia
l misc
ondu
ct: F
raud
/mism
anag
emen
t (inc
luding
theft
), for
Kwa
Zulu-
Natal
, 118
, 5.3%
of
all pr
ovinc
ial ca
ses.
•As
sault
of l
earn
er/co
lleag
ue (i
nclud
es c
orpo
ral p
unish
ment)
, for
Gau
teng,
70, 3
.1% o
f all
prov
incial
case
s.•
Assa
ult o
f lear
ner/c
ollea
gue
(inclu
des c
orpo
ral p
unish
ment)
, for
Kwa
Zulu-
Natal
, 68,
3% o
f all
prov
incial
case
s.•
Unpr
ofess
ional
cond
uct:
Gene
ral m
iscon
duct,
for K
waZu
lu-Na
tal, 5
9, 2.6
% o
f all
prov
incial
ca
ses.
•Ha
rass
ment,
victi
miza
tion,
intim
idatio
n, hu
milia
tion o
f lear
ner a
nd co
lleag
ue, fo
r Gau
teng,
58,
2.6%
of th
e pro
vincia
l cas
es.
•Fin
ancia
l misc
ondu
ct: F
raud
/mism
anag
emen
t (inc
luding
theft
), for
Wes
tern C
ape,
57, 2
.6% of
pr
ovinc
ial ca
ses.
•Ha
rass
ment,
vict
imisa
tion,
intim
idatio
n, hu
milia
tion
of lea
rner
and
coll
eagu
e, for
Kwa
Zulu-
Natal
, 57,
2.6%
of al
l pro
vincia
l cas
es.
•Ab
sente
eism
(inclu
ding l
ate co
ming
), for
Wes
tern C
ape,
39, 1
.7% of
all p
rovin
cial c
ases
.•
Finan
cial m
iscon
duct:
Fra
ud/m
isman
agem
ent (
includ
ing th
eft),
for M
puma
langa
, 31,
1.4%
of
all pr
ovinc
ial ca
ses.
•Fr
aud
(inclu
ding
exam
frau
d, fra
udule
nt qu
alific
ation
s an
d ‘di
shon
esty’
. Exc
ludes
fina
ncial
fra
ud),
for W
ester
n Cap
e, 1.3
% of
all p
rovin
cial c
ases
.
59SOUTH AFRICAN COUNCIL FOR EDUCATORS
THE CPTD NEWSLETTER & PROFESSIONAL MAGAZINE
For the CPTD Newsletter focused on providing CPTD related matters which included how provinces areimplementingtheCPTDManagementSystem,successstoriesonteamwork,reportingeducatorparticipationandpointsearned,andTheProfessionalMagazinesproducedfocusedonissuesaroundthe2015AMESAconferenceheldinLimpopoonthe3rdofJuly2015,ateacher’sperspectiveonthebenefitsofmothertongue.
SEMINAR IN ON-LINE PROFESSIONAL DEVELOPMENT PROGRAMS
ThemainfocusoftheSeminarwasoncomingupwitharealisticon-lineteacherprofessionaldevelopmentrubricwhichwillassistSACEinevaluatingon-lineprogrammesinameaningfulway”.TheSeminarwashappeningatthetimewhentheDepartmentofBasicEducationwasalsoengagedinOperationPhakisawhichwaslaunchedonthe6thofSeptemberunderthebanner“ICTinEducation:LeveragingICTstoimproveBasicEducation”.Thefollowingwerethetopicalthemesforthediscussions:
• Current Issues in Online Teacher Professional Development.
• Teacher experiences with Online Teacher Professional Development.
• Innovate practices in online teacher education in South Africa.
• On-line education will transform teacher professional development for the better.
• Education policies.
AworkinggroupwasformedandtaskedtocomeupwithacoordinatedapproachthatwilldeterminetheneedsandanationalICTstrategythatwillgiveguidancetoserviceproviderstoavoidhavingtrainingprogramswhicharenottakingusanywhere.
Financial performance
2015/2016 2014/2015
Programme/activity/objective Budget Actual
Expenditure(Over)/Under Expenditure Budget Actual
Expenditure(Over)/Under Expenditure
R’000 R’000 R’000 R’000 R’000 R’000
Policy and Research 2 000 1 132 868 1 000 670 330
Total 2 000 1 132 868 1 000 670 330
REVENUE COLLECTION
TheCouncilwasabletocollect100%ofthebudgetedincome.OfthetotalrevenuecollectedR11,6millionwasreceivedfromtheDepartmentofBasicEducationassubsidyfortheManagementoftheContinuousProfessionalTeacherDevelopment.R9,3millioninrespectoftheR11,6millionCPTDsubsidywasspentinthecurrentfinancialyear,andtheunspentR2,3millionhasbeendeferredtothefollowingfinancialyear.
The main source of funding for Council is subscription fees which have remained at R120.00 per membercollectablefromeachactivemember.TheothersourceoffundingisregistrationfeescollectedfromregisteringmembersatR400.00forforeigneducatorsandR200.00forSouthAfricaneducators.
60 ANNUAL REPORT | 2015/2016
Capital investment
TheCouncilhaspurchasedthebuildingsituatedatno.240LenchenAvenue,CenturionforR60978738throughpublicbiddingprocess.SACEhadbeenaccommodatedinthispropertyunderLeaseAgreementsinceJuly2010.The transferprocesswas concluded in July2016owing to renovationsanddemarcationpurchase conditionswhichtooklonger.
TherentalwaswaivedagainsttheinterestgeneratedfromthetrustfundwhereinthepurchaseamountwaskeptpendingpropertytransfertoSACEname.
61SOUTH AFRICAN COUNCIL FOR EDUCATORS
PART C: GOVERNANCE
62 ANNUAL REPORT | 2015/2016
1 . INTRODUCTION
TheSouthAfricanCouncilforEducatorsSACEoperatesundertheauspicesoftheSACEAct(No.31of2000)asamendedbyBasicEducationLawsAmendmentAct(No15of2011).ItoperateswithintheconfinesofTreasuryregulationsandtheprescriptionsofthePublicFinanceManagementActasitpertainstoschedule3Aentities.
CouncilabidesbyprinciplescontainedintheKing’sreportonCorporateGovernance.
CouncilisaccountabletotheMinisterforBasicEducation.
2 . PORTFOLIO COMMITTEES
CouncilwasrepresentedattheBasicEducationPortfolioCommitteeon14April2015;21April2015;18August2015and14October2015.CouncilwasalsorepresentedattheSelectCommitteeonBasicEducationontheon17 June 2015.
Both committees were satisfied with SACE interventions. They emphasized the need for more proactiveinterventions regardingprofessionalismandgreater visibilityof SACE. TheSelectCommittee requestedmoredetailsregardingitsmandatesanddeliveryovertheyears.
ThecommitteeslaudedSACE’sContinuingProfessionalDevelopmentactivitiesandurgedSACEtopressaheadinthisregard.CouncilhasheededtheadviceoftheCommitteesandsuppliedadditionalinformationrequested.
3 . EXECUTIVE AUTHORITY
CouncilsubmittedquarterlyreportstotheMinisterofBasicEducationattheendofeachquarteron30July2015;30 October 2015; 30 January 2016 and 30 April 2016.
TheauthorityrequestedthatSACEpaysmoreattentiontoResearchandEthicscases.
4 . THE ACCOUNTING AUTHORITY / BOARD
Introduction
SACE is a professional council for educators that aims to enhance the status of the teaching profession andpromotethedevelopmentofeducatorsandtheirprofessionalconduct.
The role of the Council is as follows:
(a) withregardtothe registrationofeducators-
• mustdetermineminimumcriteriaandproceduresforregistrationorprovisionalregistration;
• mustconsideranddecideonanyapplicationforregistrationorprovisionalregistration;
• mustkeeparegisterofthenamesofallpersonswhoareregisteredorprovisionallyregistered;
• mustdeterminetheformandcontentsoftheregistersandcertificatestobekept,maintainedorissuedintermsofthisAct.
(b) withregardtothepromotionanddevelopmentoftheeducationandtrainingprofession-
• mustpromote,developandmaintainaprofessionalimage;
63SOUTH AFRICAN COUNCIL FOR EDUCATORS
• mustadvisetheMinisteronmattersrelatingtotheeducationandtrainingofeducators,
• mustresearchanddevelopaprofessional development policy;
• mustpromoteh-servicetrainingofalleducators;
• may develop resource materials to initiate and run, in consultation with an employer, trainingprogrammes,workshops,seminarsandshortcoursesthataredesignedtoenhancetheprofession;and
• mustmanageasystemforthepromotionofthecontinuingprofessionaldevelopmentofeducators(asamendedbyBasicEducationLawsAmendmentAct15of2011).
(c) withregardtoprofessional ethics-
• mustcompile,maintainandfromtimetotimereviewacodeofprofessionalethicsforeducatorswhoareregisteredorprovisionallyregisteredwiththecouncil;
• mustdetermineafairhearingprocedure;
• subjecttosub-paragraph(ii),may-
(aa) cautionorreprimand;
(bb) imposeafinenotexceedingonemonth’ssalaryon;or
(cc) removefromtheregisterforaspecifiedperiodorindefinitely,orsubjecttospecificconditions,thenameofaneducatorfoundguiltyofabreachofthecodeofprofessionalethics;and
(d) maysuspendasanctionimposedundersub-paragraph(iii) (bb)or(cc)foraperiodandon conditionsdeterminedbythecouncil:
(e) ingeneral-
• mustadvisetheMinisteronanyeducationalaspect.
The Council
Theyear2013 saw theendof the term forCouncilwhichassumedofficeon1August2009 to31 July2013andushered in thenewCouncil for the term1August2013to31 July2017.The following tablesdepict thecompositionoftheCouncilandattendanceintheyearunderreview.
64 ANNUAL REPORT | 2015/2016
Com
posi
tion
of th
e Co
unci
l for
the
term
1 A
pril
2015
to 3
1 M
arch
201
6
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Ms. V
eron
ica
Hofm
eeste
r -
Chair
perso
n
Chair
perso
n1 A
ugus
t 201
3-
BA –
Unive
rsity
of W
ester
n Cap
e;
B. E
D - U
niver
sity o
f W
ester
n Cap
e;
M. E
D – U
niver
sity o
f St
ellen
bosc
h (Inc
.)
Educ
ation
and
Orga
nised
Labo
urPr
ofess
ional
Deve
lopme
nt Co
mmitte
e3/3
Dr. L
ouis
H
Swan
epoe
l1 A
ugus
t 201
3-
B. C
omm,
HED
, B. C
omm
(Hon
ours
- Eco
nomi
cs),
M. C
omm
(Eco
nomi
cs),
Ph. D
, (Ed
uacti
onal
Ma
nage
ment)
Educ
ation
and
Scho
ol Le
ader
ship
Advo
cacy
and
Comm
unica
tion C
ommi
ttee
3/3
Dr. B
rahm
Flei
sch
1 Aug
ust 2
013
BA cu
m lau
de (H
obar
t Co
llege
);
MA (T
each
ers C
olleg
e –
Colum
bia U
niver
sity);
PhD
(Colu
mbia
Unive
rsity)
Profe
ssion
al De
velop
ment
Comm
ittee
2/3
Mr. E
lphus
Ma
seko
1 Aug
ust 2
013
-BS
c St
rateg
ic Ma
nage
ment
Regis
tratio
n Com
mitte
e3/3
Dr. H
endr
ik J
Deac
on1 A
ugus
t 201
3-
LLB
(Univ
ersit
y of
Oran
ge F
ree S
tate)
;
LLM
(Univ
ersit
y of
Oran
ge F
ree S
tate)
;
LLD
(Univ
ersit
y of
Oran
ge F
ree S
tate)
Educ
ation
& La
bour
law
Et
hics C
ommi
ttee
2/3
65SOUTH AFRICAN COUNCIL FOR EDUCATORS
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Mr. J
ohn W
illiam
Be
ster
1 Aug
ust 2
013
-Hi
gher
Dipl
oma i
n Ed
ucati
onSc
hool
Mana
geme
ntMi
chae
l Mou
nt W
aldor
f Sc
hool
South
ern A
frican
Fed
erati
on
of W
aldor
f Sch
ools
Brya
nston
Org
anic
and
Natur
al Ma
rket
Euro
pean
Cou
ncil o
f Wald
orf
Scho
ols
South
Afric
an C
ounc
il of
Educ
ators
Natio
nal A
llianc
e of
Indep
ende
nt Sc
hools
Regis
tratio
n Com
mitte
e3/3
Dr. J
osef
Adria
an
Bree
d1 A
ugus
t 201
3-
B.Sc
; B.E
d (Ho
ns);
M.Ed
; Ph.D
; THE
D.Ed
ucati
on an
d Le
ader
ship
South
Afric
an E
du-ca
tion
Foun
datio
n; SA
OS
Pens
ion F
und;
Edup
en
Pens
ion F
und;
Tran
svaa
l On
derw
yser
sver
eenig
ing
Onde
rlinge
Maa
tskap
py
Finan
ce C
ommi
ttee a
nd
Exec
utive
Com
mitte
e
2/3
Ms. G
ugule
thu
Mbele
1 S
eptem
ber
2015
-Ho
n B.
ED (U
NISA
);
FDE.
(UNI
SA) ;
PTD
(EZA
KHEN
I COL
)
Educ
ation
Sch
ool
Lead
ersh
ip an
d Ma
nage
ment
ETDP
– SE
TA
SACE
End
orse
ment
Com;
CPTD
Orie
ntatio
n and
sign
-up
Advo
cacy
and
Comm
unica
tion C
ommi
ttee
2/3
66 ANNUAL REPORT | 2015/2016
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Ms. G
aylin
Wen
dy
Bowl
es1 A
ugus
t 201
3-
H.Di
p Ed –
JCE
1989
Bach
elor o
f Arts
– UN
ISA
1119
8
FDE
– CAE
– Un
iversi
ty of
Preto
ria
Adva
nced
Cer
tifica
te in
Educ
ation
– Le
ader
ship
and M
anag
emen
t -
WIT
S
Educ
ation
and
Scho
ol Le
ader
ship
Prov
incial
Vice
Pre
siden
t –
Napto
sa G
auten
g
Memb
er of
the N
ation
al Ex
ecuti
ve C
ommi
ttee -
Na
ptosa
Regis
tratio
n Com
mitte
e
and E
xecu
tive C
ommi
ttee
3/3
Mr. G
eoffr
ey
Harri
son
1 Aug
ust 2
013
-BS
c UED
Bed
(Hon
) FD
E(Co
mp)
Certifi
cate
Labo
ur La
w
Diplo
ma M
anag
emen
t De
velop
ment
Educ
ation
and
Mana
geme
ntno
nePr
ofess
ional
Deve
lopme
nt Co
mmitte
e3/3
Mr. N
tjhotj
ho
Adam
Mos
ia1 N
ovem
ber
2013
-PT
C (M
phoh
adi
Teac
hers
Colle
ge);
SEC
(Vist
a Vud
ec);
SED
(Vist
a Vud
ec);
BA (U
nisa)
;
B Ed
(PU
CHE)
PDE
(Unis
a)
None
Profe
ssion
al De
velop
ment
Comm
ittee
3/3
Mr. M
xolis
i Bo
mvan
a1 M
arch
2015
Educ
ation
and
Orga
nised
Labo
urFin
ance
Com
mitte
e3/3
Mr. M
agop
e Lu
cas M
aphil
a1 A
ugus
t 201
3-
High
er E
duca
tion
Diplo
maEd
ucati
on an
d Or
ganis
ed La
bour
Old M
utual
Educ
ation
Trus
t; ET
DP S
eta B
oard
Mem
ber
Advo
cacy
and
Comm
unica
tions
Co
mmitte
e; an
d
Exec
utive
Com
mitte
e
3/3
67SOUTH AFRICAN COUNCIL FOR EDUCATORS
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Mr. T
selis
o Le
dimo
1 Aug
ust 2
013
-Ed
ucati
on an
d Or
ganis
ed La
bour
Profe
ssion
al De
velop
ment
Comm
ittee
2/3
Ms. T
habil
e Ku
nene
1 May
2014
Educ
ation
and
Orga
nised
Labo
urAd
voca
cy an
d Co
mmun
icatio
ns
Comm
ittee
0/3
Ms. L
Mots
hwan
e1 M
ay 20
14Ed
ucati
on an
d Or
ganis
ed La
bour
Profe
ssion
al De
velop
ment
Comm
ittee
3/3
Mr. R
onald
Mo
roats
hehla
1 Aug
ust 2
013
-Ed
ucati
on an
d Or
ganis
ed La
bour
Ethic
s Com
mitte
e3/3
Ms. N
omar
ashiy
a Ca
luza
1 May
2014
Educ
ation
and
Orga
nised
Labo
urAd
voca
cy an
d Co
mmun
icatio
ns
Comm
ittee
3/3
Mr. S
ipho
Mayo
ngo
1 Aug
ust 2
013
-St
affing
Com
mitte
e3/3
Mr. M
okho
loane
Sa
muel
Moloi
1 Aug
ust 2
013
-ST
D(Te
ch);
FDE
Educ
ation
and
Orga
nised
Labo
urno
neEt
hics C
ommi
ttee
2/3
Mr. W
alter
Hlai
se1 A
ugus
t 201
3-
Staffi
ng C
ommi
ttee a
nd
Exec
utive
Com
mitte
e
3/3
Mr. J
onov
an
Rusti
n1 A
ugus
t 201
3-
Senio
r Prim
ary T
each
ers
Diplo
ma
Furth
er D
iplom
a in
Educ
ation
– Sc
hool
Mana
geme
nt
Educ
ation
and
Orga
nised
Labo
urno
neSt
affing
Com
mitte
e3/3
68 ANNUAL REPORT | 2015/2016
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Ms. M
arie
Scho
eman
1 A
ugus
t 20
13-
BA BA (H
ons)
High
er E
duca
tion
Diplo
ma (H
ED)
MA
Staffi
ng C
ommi
ttee a
nd
Regis
tratio
n Com
mitte
e 2/3
Mr. K
. Gez
a1 A
ugus
t 201
3B
Juris
;
MBA
–Gen
eral
Post
Grad
uate
Diplo
ma
in La
bour
Law
Ethic
s Com
mitte
e3/3
Dr. N
onhla
nhla
Ndun
a-W
atson
1 Aug
ust 2
013
-Do
ctor o
f Phil
osop
hy
Degr
ee
Maste
rs of
Arts
in Te
achin
g
BED
in Ed
ucati
on
High
er E
duca
tion
Diplo
ma
Educ
ation
Ma
nage
ment
Profe
ssion
al De
velop
ment
Comm
ittee a
nd E
xecu
tive
Comm
ittee
2/3
Prof.
Pink
ie Ma
bund
a1 A
ugus
t 201
3-
Docto
r of P
hilos
ophy
De
gree
Maste
rs in
Educ
ation
Prac
tition
ers C
ourse
Ce
rtifica
te in
ABE
none
Ethic
s Com
mitte
e an
d Adv
ocac
y and
Co
mmun
icatio
ns
Comm
ittee
2/3
69SOUTH AFRICAN COUNCIL FOR EDUCATORS
Nam
e
Desig
natio
n (in
term
s of
the P
ublic
En
tity B
oard
st
ruct
ure)
Date
ap
poin
ted
Date
re
signe
dQu
alifications
Area
of E
xper
tise
Boar
dDi
rect
orsh
ips (
List
the
entit
ies)
Othe
r Com
mitt
ees o
r Ta
sk Te
ams
(e.g
: Aud
it co
mm
ittee
/ Min
ister
ial
task
team
)
No. o
f Me
etin
gs
atte
nded
Mr. E
noch
T
Rabo
tapi
1 Aug
ust 2
013
-BE
D (H
ONS)
:A
sses
smen
t & Q
uality
As
sura
nce
Adva
nced
Dipl
oma i
n La
bour
Law
Bach
elor o
f Scie
nce i
n Ed
ucati
on
Profe
ssion
al De
velop
ment
Comm
ittee a
nd F
inanc
e Co
mmitte
e
2/3
Mr. H
angw
ani N
eil
Makh
aga
1 Nov
embe
r 20
14SP
TD
B ED
HON
S – U
niver
sity
of Pr
etoria
ACE
– Univ
ersit
y of
Preto
ria
M ED
– Un
iversi
ty of
Preto
ria (I
nc.)
Educ
ation
Le
ader
ship
Profe
ssion
al De
velop
ment
Comm
ittee
2/2
Mr. R
ej Br
ijraj
Chief
Ex
ecuti
ve
Offic
er
1 Aug
ust 2
013
-B.
A. (H
ons)
M.Ph
il (Inc
.)
Ethic
sAl
l Com
mitte
es3/3
70 ANNUAL REPORT | 2015/2016
Com
mitt
ees
Com
mitt
ees
Com
mitt
eeNo
. of m
eetin
gs h
eldNo
. of m
embe
rsNa
me o
f mem
bers
The E
xecu
tive C
ommi
ttee
4 8
Ms. V
eron
ica H
ofmee
ster C
hairp
erso
n Dr
. Lou
is H
Swa
nepo
el De
puty
Chair
perso
nMr
. Walt
er H
laise
Dr. N
onhla
nhla
Ndun
a-W
atson
Mr
. Mag
ope M
aphil
aDr
. Jop
ie Br
eed
Ms. G
aylin
Bow
lesMr
. Rej
Brijra
j
Profe
ssion
al De
velop
ment
Comm
ittee
4 8
Dr. N
. Ndu
na-W
atson
- Cha
irper
son
Mr. G
. Har
rison
Mr. E
. Rab
otapi
Mr. N
.A. M
osia
Mr. T
. Led
imo
Mr. H
. Mak
haga
Dr. B
. Flei
sch
Ms. V
. Hofm
eeste
r - ex
offic
oMr
. R. B
rijraj
Regis
tratio
n Com
mitte
e3
7 Ms
. G B
owles
- Ch
airpe
rson
Mr. .
Beste
rMr
. E. M
asek
oMs
. R. D
u Toit
Ms. M
. Sch
oema
n Ms
. T. K
unen
eMr
. R. B
rijraj
71SOUTH AFRICAN COUNCIL FOR EDUCATORS
Com
mitt
eeNo
. of m
eetin
gs h
eldNo
. of m
embe
rsNa
me o
f mem
bers
Ethic
s Com
mitte
e3
8 Dr
. Lou
is H.
Swa
nepo
el - C
hairp
erso
nDr
. H.J.
Dea
con
Mr. R
. Mor
oatsh
ehla
Mr. T
.K. G
eza
Prof.
P. M
abun
daMr
. J. E
astes
Mr. M
. Molo
iMr
. R. B
rijraj
Finan
ce C
ommi
ttee
3 8
Dr. J
. Bre
ed -
Chair
perso
nMr
. M. B
omva
na
Mr. G
. Ben
gell
Mr. L
. Map
hila
Mr. E
.T. R
abota
pi Mr
. G. C
lark
Mr. F
. Fou
rieMr
. R. B
rijraj
Staffi
ng C
ommi
ttee
3 6
Mr. W
. Hlai
se -
Chair
perso
nMr
. J. R
ustin
Mr
. S. M
ayon
goMr
. C. N
elMs
. M. S
choe
man
Mr. R
. Brijr
aj
Advo
cacy
and C
ommu
nicati
ons
3 6
Mr. M
. Map
hila –
Cha
irper
son
Mr. M
. Mafu
nda
Ms. N
. Calu
zaMs
. G.E
. Mbe
leMr
. R. d
u Toit
Mr. R
. Brijr
aj
72 ANNUAL REPORT | 2015/2016
Com
mitt
eeNo
. of m
eetin
gs h
eldNo
. of m
embe
rsNa
me o
f mem
bers
Endo
rseme
nt Co
mmitte
e2
4 Pr
of. N
. Mag
i Cha
irper
son
Mr. G
. Har
rison
Mr. T
. Led
imo
Mr. M
. Kutu
mela
Ms. G
. Mbe
le
Audit
Com
mitte
e2
5 Mr
. B. S
naye
rMr
. J. R
ustin
Mr
. C. N
dlazi
Mr. K
. Kar
imMr
. P. W
hite
Rem
uner
ation
of b
oard
mem
bers
•NoCo
uncillo
rswereremun
erated
inth
eyearund
erre
view
.
73SOUTH AFRICAN COUNCIL FOR EDUCATORS
5 . RISK MANAGEMENT
Duringtheperiod01April2015to31March2016,adetailedoperationalriskassessmentfortheorganisation(SACE)wasconducted.ThepurposeoftheriskassessmentwastoidentifybusinessrisksrelatedtoSACE.Therisksweremeasuredandratedintermsofimpactandthelikelihoodofoccurrence.Theriskassessmentwasusedtoidentifyriskmitigationplansrelatedtotheorganisation.Theassessmentidentifiedseveralhighrisks itemsthatshouldbeaddressedbyseniormanagement.Themitigationplanincludestheuseofadequateandeffectiveinternalandfinancialcontrols.
5 .1 . Strategic Risk Register
SACEmaintainsastrategicriskregister,whichcontainskeyrisksfacedbytheCouncilthatrequiretheattentionofseniormanagementorCouncil.TheregisterisregularlyupdatedandreviewedbytheCouncilandtheCommittee.
5 .2 . Managing Risk
TheCouncil,throughtheseniormanagement,isresponsibleforthemanagement,andputtinginplaceeffectivemechanismstoensurethatrisksareminimisedand/ormitigated.SeveralcontrolandfinancialinternalcontrolmeasureshavebeenimplementedasrecommendedbytheInternalAuditDivision.
6 . INTERNAL CONTROL
InternalControl isaprocess,affectedbytheCouncil,management,andotherpersonnel,designedtoprovidereasonableassuranceregardingtheachievementofobjectivesinthefollowingcategories:
• Effectivenessandefficiencyofoperations;
• Reliabilityoffinancialreporting;
• Compliancewithapplicablelawsandregulations;and
• Safeguardingofassets.
TheCouncilisresponsibleforestablishingasystemofinternalcontrolandregularlyreviewingitseffectivenessandrelevance.Thecontrolenvironmentenhancesthetoneofriskmanagementandprovidesthenecessarydisciplineandstructure.Itisthefoundationforallothercomponentsofriskmanagement.Thecontrolenvironmentincludesfactors, such as the integrity, ethical values, organisational culture, competence of people, management’sphilosophyandoperatingstyle,delegationofauthorityandresponsibility,thewayinwhichpeopleareorganisedanddevelopedaswellastheintentionanddirectionprovidedbytheCouncil.
Anumberofauditfindingswereidentifiedduringthecourseoftheyear,mainlyintheareasofHumanResourceManagement,Communication,ContinuingProfessionalTeachersDevelopment(CPTD),followuponprioryearauditfindings,andothercriticalareas.Allmattershavereceivedtheattentionofmanagementandsomearepartiallyresolved,whileothersarecompletelyresolvedissues.ThepartiallyresolvedissuesaremonitoredbymanagementandreportedtotheAuditCommittee.
74 ANNUAL REPORT | 2015/2016
7 . INTERNAL AUDIT AND AUDIT COMMITTEE
TheCouncil’s InternalAuditActivity isgovernedbyaninternalauditcharter,whichisreviewedandapprovedannuallybytheCouncilandtheAuditCommittee.Thecharterdefinesthepurpose,authorityandresponsibilitiesoftheInternalAuditActivity.TheActivityhasadualreportingline;reportingfunctionallytotheAuditCommitteeandadministratively to theChief ExecutiveOfficer. The InternalAuditActivity is responsible for coordinatingInternalAuditeffortstoensuresufficientcoverageandactivity’sskillsareleveragedtomaximiseefficiency
7 .1 . Purpose of Internal Audit
Internalauditing isacatalyst for improvinganorganisation’sgovernance,riskmanagementandmanagementcontrolsbyproviding insightandrecommendationsbasedonanalysesandassessmentsofdataandbusinessprocesses.Withcommitmenttointegrityandaccountability,internalauditingprovidesvaluetotheCouncilandseniormanagementasanobjectivesourceofindependentadvice.
7 .2 . Summary of work performed
Duringthefinancialyear2015/16,internalauditperformedanumberofengagementsfromtheinternalauditplan;howeveranumberofauditengagementsplanned for thefinancialyearweredeferredto the followingfinancialyearduetotheresignationofthe InternalAuditstaffmembers.Theactivitiesforthefunctionwerebasedontheresultsofriskassessment,whicharecontinuouslyupdatedsoastoidentifynotonlyresidualorexistingrisks,butalsoemergingrisks.Theinternalauditreviewsconductedfocusedoninternalcontroldesign,financialinternalcontrolandoperatingeffectivenessforthespecificfocusareasreviewed.
Engagement Focus Area Progress Stage of Completion % Comment
Human Resources (HR)
Recruitment and selection, Terminations, Training and Skills Development, Performance Management, Administration and approval of travel and other allowances, Leave Management and Follow-up of prior Internal audit findings
Final Report Issued 100% Completed
Performance Audit APP and Strategic Planning Deferred to 2016/2017
Postage Receiving and capturing of mail and other documents Deferred to 2016/2017
Supply Chain Management (SCM) Purchasing of goods and services Deferred to 2016/2017
Communications Follow-Up on previously reported audit findings Final report Issued 100% Completed
Policy and Research Research systems and procedures and Follow up on previously reported findings Deferred to 2016/2017
Financial Management Review (FMR)
Budgeting Management, Revenue and Debtors, Creditors Management, and Expenditure Management
Deferred to 2016/2017
Registration Review of registration process and system Deferred to 2016/2017
Ethics Case Management and Ethics Management) Final report Issued 100% Completed
Continuous Professional Teaching Development (CPTD)
Provinces and Members Final Report Issued 100% Completed
75SOUTH AFRICAN COUNCIL FOR EDUCATORS
Thetabledbelowdisclosesrelevantinformationontheauditcommitteemembers
Name Qualifications Internal or external
If internal, position in the public entity
Date appointed
Date Resigned
No. of Meetings attended
B Snayer BCom Administration - Education External 2010 – to Date N/A 2/3
K Karim BA Degree – Education Diploma – National Teachers Snr Certificate
External 2002 – To date N/A 2/3
P White Grade 12 External 2001 – To date N/A 2/3
C Ndlazi National Professional Diploma in Education
External 2011 – To date N/A 0/3
J. Rustin BA (UWC)HDE (UWC)BED Honours (UWC)Financial management for non-financial managers ( Unisa)Labour ( NMMU
External 2014 – To date N/A 1/3
8 . COMPLIANCE WITH LAWS AND REGULATIONS
The Council has established sub-committees to oversee delivery ofmandatory functionswithin the relevantlegislationsandregulations.Thecommitteesare:
• ExecutiveCommittee;FinanceCommittee;RegistrationCommittee;ProfessionalDevelopmentCommittee;EthicsCommittee;AdvocacyCommitteeandAuditCommittee.
ThesecommitteesformulatepolicieswhichguidetheoperationsandaidtheoversightrolesofCouncilandreportprogresstotheExecutiveCommitteeonquarterlybasis.ThepoliciesofCouncilarereviewedannuallytoensureconsistencywithcurrentlegislationsandregulations.
9 . FRAUD AND CORRUPTION
Inlinewithitszerotoleranceapproachtowardsfraud,corruptionandothereconomiccrimes,SACEhasrecognisedthatmanaging fraudrisk is imperativetothebusiness,and if sustained,effectivefraudriskmanagementwillimprovethecontrolenvironmentandenhanceSACE’soperationalperformanceandreputation.
Afraud-freeenvironmentisimportanttoSACE’seffortsforthecontinueddeliveryofmandatoryfunctions.
AsrequiredbyRegulation29.1.1oftheTreasuryRegulationsprescribedunderthePublicFinanceManagementAct, 1999 (ActNo. 1 of 1999).During the year under review, SACEhaddeveloped the fraud and corruptionmanagementplan.ThekeyfocusoftheplanistoidentifyfraudrisksareaswithintheambitofSACEtogetherwiththerelatedkeycontrolsidentifiedtopreventtherisksoffraud.
TheCouncilthroughFINCOrecommendedandapprovedtheFraudPreventionManagementPlanforthefinancialyear under review.
76 ANNUAL REPORT | 2015/2016
10 . MINIMISING CONFLICT OF INTEREST
AllCouncilmembersarerequiredtodeclareanypossibleconflictofinterestineachmeetingasanagendaitem.All staffmembers have to complete declaration of interest forms annually tomanage possible conflict. Anyconflictedmemberisrecusedfromthediscussionoftheconflictedagendaitem.
TheCouncilhasaSupplyChainManagementPolicyandguidelinewhichguidestheprocurementofgoodsandservices.ASupplyChainunitunderthecontroloftheCFOexistsasacentralpointtoprocessallrequisitionsofCouncil.PropersegregationofresponsibilitiesamongstofficersandstructuresaswellasdelegationofpowersisimplementedintermsoftheSupplyChainManagementPolicy.Memberswhodeclareinterestarerecusedfromtherelevantdiscussion.Fortheyearunderreview,therewasnoviolationidentifiedinthisregard.
11 . CODE OF CONDUCT
TheCodeofConductforstaffisbeingreviewedinlinewiththebestpractices.TheneedforareviewwasidentifiedaftertherealisationthatthepreviousCodewasconstructedalongthelinesofprofessionalethics,assuch,posessomechallengesregardingimplementation.ThenewCodewillendeavourtocoverappealprocedures,tosomedetail,notcateredforinthepreviousversionanddistinctionbetweenseriousviolationsandminorinfringementswillbeexpandedupon,providingclarityonmisconductsandpenalties.Theprinciplesofcorrectiveaction,fairnessandconsistencywillbegiventhenecessaryattention.
12 . HEALTH SAFETY AND ENVIRONMENTAL ISSUES
Thebuildingisasmokefreezoneanddesignatedareashavebeenidentifiedforsmokers.Thesafetyequipmentischeckedandservicedtwiceayear.TheCounciltakesissuesofhealthandsafetyintheworkplaceseriouslytothisendcontinuoussafetytrainingisscheduledtobeconductedforsafetymarshals.Theareasonwhichcapacitybuildinghasbeenidentifiedarefirstaid,emergencytrainingandhealthandsafetymanagement.
77SOUTH AFRICAN COUNCIL FOR EDUCATORS
13 . AUDIT COMMITTEE REPORTSOUTH AFRICAN COUNCIL FOR EDUCATORSAnnual Financial Statements for the year ended 31 March 2016
Audit Committee Report
We are pleased to present our report for the financial year ended 31 March 2016.
Audit committee members and attendance
The audit committee consists of the members listed hereunder and should meet 3 times per annum as per its approvedterms of reference. During the current year 2 meetings were held.Name of member Number of meetings attendedMr B Snayer (Chairperson) 2Mr K Karim 2Mr P White 2Mr J Rustin 0Mr G Bengel 1
Audit committee responsibility
The audit committee reports that it has complied with its responsibilities arising from section 77 of the PFMA and TreasuryRegulation 3.1.
The audit committee also reports that it has adopted appropriate formal terms of reference as its audit committee charter,has regulated its affairs in compliance with this charter and has discharged all its responsibilities as contained therein.
The effectiveness of internal control
The system of internal controls applied by the council over financial and risk management is effective, efficient andtransparent. In line with the PFMA and the King III Report on Corporate Governance requirements, Internal Auditprovides the audit committee and management with assurance that the internal controls are appropriate and effective.This is achieved by means of the risk management process, as well as the identification of corrective actions andsuggested enhancements to the controls and processes. From the various reports of the Internal Auditors, the AuditReport on the annual financial statements, and the management report of the External Auditors, it was noted that nomatters were reported that indicate any material deficiencies in the system of internal control or any deviationstherefrom. Accordingly, we can report that the system of internal control over financial reporting for the period underreview was efficient and effective.
The quality of the quarterly management reports were submitted in terms of the PFMA.
The audit committee is satisfied with the content and quality of monthly and quarterly reports prepared and issued bythe members of the council during the year under review.
Evaluation of annual financial statements
The audit committee has: reviewed and discussed the audited annual financial statements to be included in the annual report, with the
External Auditors and the council; reviewed the External Auditors' management report and management’s response thereto; reviewed changes in accounting policies and practices (delete if not applicable); reviewed the entities compliance with legal and regulatory provisions; reviewed significant adjustments resulting from the audit.
The audit committee concur with and accept the External Auditors' report on the annual financial statements, and are ofthe opinion that the audited annual financial statements should be accepted and read together with the report of theExternal Auditors.
Internal audit
The audit committee is satisfied that the internal audit function is operating effectively and that it has addressed the riskspertinent to the council and its audits.
External Auditors
The audit committee has met with the External Auditors to ensure that there are no unresolved issues.
4
78 ANNUAL REPORT | 2015/2016
79SOUTH AFRICAN COUNCIL FOR EDUCATORS
PART D: HUMAN RESOURCE
MANAGEMENT
80 ANNUAL REPORT | 2015/2016
1 . INTRODUCTION
Overview of HR matters at the public entity
TheHRunitislocatedunderCorporateServicesDepartment,whichissupervisedbytheChiefFinancialOfficer.AllHRrelatedfunctionstakeplaceinthisunitandareperformedbytheHROfficer,withtheexceptionofleaveadministrationwhichisrecordedinFinanceDepartmentandverifiedbyhumanresourcefunction.
ThefollowingaresomeoftheactivitiesandprogrammesthattakeplaceinHR.
• ReviewofHRpolicies;
• Employeerelations;support;
• Recruitment,selectionandplacement;
• Compensationandbenefitmatters;
• Facilitationofrelevantworkplacesolutionsinsupportofbusiness;
• HRadministrativesupportinrespectofallemployeerelatedmatters;
• Staffattendanceandleaveadministration;
• Learning and development services; etc
TheStaffingCommittee(STAFCO)isentrustedwithoversightonallhumanresourcerelatedmattersonbehalfoftheCouncil.ConditionsofservicemattersandmattersofmutualbenefitareasubjectofbargainingprocessesbetweentheEmployer(CouncilrepresentedbySTAFCO)andEmployee(organisedlabourformation)parties.Anumberofstaffmembershavebeenappointedtoactinvacantpositions,however,therearededicatedeffortstofillallvacantpoststhathavebeenidentified.
Workforce planning framework and key strategies to attract and recruit workforce
TheCouncilgeareditselftoimproveservicedeliverywhilecreatingopportunitiesforexperientiallearningatthesametime,tothisend19internshippositionswerecreatedanddistributedasfollows:Registration3,CPTD6,CorporateServices2,Finance2,Ethics3andtheDurbanProvincialOffice3.Thisexercise,itishoped,willassisttheCounciltoassessanddeterminethestaffingrequirementsandthecreationofpermanentpositions.Traininganddevelopmentcontinuetobeimplementedsuccessfully.TheCouncilcontinuestoexperienceshortageofstaffinthefollowingareas:Registration,onvettingofqualificationsandapprovalsandfinalisationofprovincialandheadofficeapplications,andmorepersonnelwillberequiredinorderfortheCounciltomakeasignificantimpactandin-roadsinrollingoutCPTDprogrammes.InsomeinstancestheCouncilhadtore-advertisetoensurethatskilledandcapableworkforcewererecruited.TheCouncil‘sdrivetoensuremoreaccessibilityandvisibilitywillbringwithittheneedtorecruitmorepersonnelespecially,ontheSACEICTinfrastructure.
Employee performance management framework
Theemployeeperformancemanagementframeworkisthesubjectofnegotiationsbyemployerandemployeeparties,assuch,theimplementationthereofisembargoed
81SOUTH AFRICAN COUNCIL FOR EDUCATORS
Policy development
Employeewellnessprogrammesisworkinprogress.Itisworthnotingthatthisisplaguedwithhumancapacitydeficit, to theextent that theapproval toprocureandoutsourcedEAP isnotbeingexplored fully.Thereareanumberofchallenges intermsof linking interventionstotheperformanceof theorganisation.TheCouncilcontinuetoexperienceachallengeinrelationtothedevelopmentofapolicytoretainvaluedandcompetentemployeesandthishasbeengivenahighprioritystatusbytheendof2016,toensurecontinuityandcontinuedservice delivery.
Highlight achievements;
Thedevelopmentandapprovalofdisciplinemanagementandprocedures.
AllstopordersformedicalaidallowancescontinuetobepaidcentrallyensuringthatallemployeesbelongtoamedicalaidschemethuseffectivelyenforcingCouncilpolicy.
Challenges faced by the public entity
• UnderstaffingintheHumanResourceUnit.
• InadequateattentiontocapacitatinganddevelopingemployeesinallHumanResourcedisciplines.
• SystemtomanageHumanResourceswithinSACE.
• Lackofpoliciestoattractandretaincriticalskills.
Future HR plans /goals
• BuildingcapacitywithinHumanResourceUnit.
• Implementingallothergeneraltrainingprogramstoenhancecapacitiesandimproveperformances;
• Recruitmentandretentionoftoptalent.
• Work-lifebalanceandwellness.
• Conductingemployeesatisfactionsurveys.
• Developmentofadiverseandpositiveworkenvironment.
2 . HUMAN RESOURCE OVERSIGHT STATISTICS
Thepublicentitymustprovidethefollowingkeyinformationonhumanresources. Allthefinancialamountsmustagreetotheamountsdisclosedintheannualfinancialstatements.Whereconsideredappropriateprovidereasonsforvariances.
Personnel Cost by programme/ activity / objective
Programme/activity/objective
Total Expenditure for the entity
(R’000)
Personnel Expenditure
(R’000)
Personnel exp. as a % of total
exp. (R’000)
No. of employees
Average personnel cost per employee
(R’000)
Total number of employees 60 813 31 244 51,38 114 274
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Personnel cost by salary band
Level Personnel
Expenditure (R’000)
% of personnel exp. to total personnel cost
(R’000)
No. of employees
Average personnel cost per employee
(R’000)
Top Management 5 660 18% 4 1 415
Senior Management 6 918 22% 9 768
Professional qualified 7 121 23% 20 356
Skilled 4 954 15% 21 236
Semi-skilled 3 663 12% 17 216
Unskilled 2 928 10% 43 68
TOTAL 31 244 100% 114 274
Performance Rewards
Programme//activity/objective Performance rewards
Personnel Expenditure (R’000)
% of performance rewards to total personnel cost (R’000)
Top Management 0 0 0%
Senior Management 0 0 0%
Professional qualified 0 0 0%
Skilled 0 0 0%
Semi-skilled 0 0 0%
Unskilled 0 0 0%
TOTAL 0 0 0%
Training Costs
Programme//activity/objectivePersonnel
Expenditure (R’000)
Training Expenditure
(R’000)
Training Expenditure as a
% of Personnel Cost.
No. of employees
trained
Average training cost per employee
Finance 3 747 28 0.75% 5 6
PD and Research 4 022 40 0.99% 3 13
Communications 3 779 19 0.50% 3 6
Corporate Services 7 454 14 0.19% 2 7
Employment and vacancies
Programme/activity/objective 2014/2015 No. of Employees
2015/2016 Approved Posts
2015/2016No. of Employees
2015/2016Vacancies
% of Vacancies
88 118 114 4 3.39%
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Programme/activity/objective
2014/2015 No. of Employees
2015/2016 Approved Posts
2015/2016No. of Employees
2015/2016 Vacancies
% of vacancies
Top Management 4 4 4 nil -
Senior Management 7 9 9 nil -
Professional qualified 17 20 20 nil -
Skilled 18 24 21 3 12.5
Semi-skilled 36 17 17 nil -
Unskilled 6 44 43 1 2.27
TOTAL 88 118 114 4 3.39
*Novacanciesofseniormanagementpositions.
Employment changes
Salary Band Employment at beginning of period Appointments Terminations Employment at end
of the period
Top Management 4 0 0 4
Senior Management 7 3 1 9
Professional qualified 17 3 1 20
Skilled 18 4 3 21
Semi-skilled 36 5 4 17
Unskilled 6 21 1 43
Total 88 36 10 114
Reasons for staff leaving
Reason Number % of total no. of staff leaving
Death -
Resignation 10 8.48
Dismissal -
Retirement -
Ill-health -
Expiry of contract -
Other -
Total -
Explanations:Seekingforgreenerpastures
Labour Relations: Misconduct and disciplinary action
Nature of disciplinary Action Number
Verbal Warning -
Written Warning -
Final Written warning -
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Nature of disciplinary Action Number
Dismissal -
Suspension Without Pay -
Equity Target and Employment Equity Status
Explanations:Provideexplanationsformajorvariancesbetweentargetandcurrentandattemptsmadebythepublicentitytoaddressthevariances.
Levels MALE
African Coloured Indian White
Top Management 1 0 0 0 1 0 0 0
Senior Management 8 0 0 0 0 0 0 0
Professional qualified 6 0 2 0 0 0 1 0
Skilled 3 0 0 0 0 0 0 0
Semi-skilled 11 0 0 0 0 0 0 0
Unskilled 2 0 0 0 0 0 0 0
TOTAL 31 0 2 0 1 0 1 0
LevelsFEMALE
AFRICAN COLOURED INDIAN WHITE
Current Target Current Target Current Target Current Target
Top Management 2 0 0 0 0 0 0 0
Senior Management 1 0 0 0 0 0 0 0
Professional qualified 10 0 0 0 0 0 1 0
Skilled 15 0 1 0 1 0 1 0
Semi-skilled 41 0 0 0 0 1 0
Unskilled 5 0 0 0 0 0
TOTAL 74 0 1 0 1 0 3 0
85SOUTH AFRICAN COUNCIL FOR EDUCATORS
PART E: FINANCIAL INFORMATION
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89 - 90
91 - 93
94 - 95
96
97
98
99
100
101 - 107
108 - 117
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89SOUTH AFRICAN COUNCIL FOR EDUCATORS
SOUTH AFRICAN COUNCIL FOR EDUCATORSAnnual Financial Statements for the year ended 31 March 2016
Audit Committee Report
We are pleased to present our report for the financial year ended 31 March 2016.
Audit committee members and attendance
The audit committee consists of the members listed hereunder and should meet 3 times per annum as per its approvedterms of reference. During the current year 2 meetings were held.Name of member Number of meetings attendedMr B Snayer (Chairperson) 2Mr K Karim 2Mr P White 2Mr J Rustin 0Mr G Bengel 1
Audit committee responsibility
The audit committee reports that it has complied with its responsibilities arising from section 77 of the PFMA and TreasuryRegulation 3.1.
The audit committee also reports that it has adopted appropriate formal terms of reference as its audit committee charter,has regulated its affairs in compliance with this charter and has discharged all its responsibilities as contained therein.
The effectiveness of internal control
The system of internal controls applied by the council over financial and risk management is effective, efficient andtransparent. In line with the PFMA and the King III Report on Corporate Governance requirements, Internal Auditprovides the audit committee and management with assurance that the internal controls are appropriate and effective.This is achieved by means of the risk management process, as well as the identification of corrective actions andsuggested enhancements to the controls and processes. From the various reports of the Internal Auditors, the AuditReport on the annual financial statements, and the management report of the External Auditors, it was noted that nomatters were reported that indicate any material deficiencies in the system of internal control or any deviationstherefrom. Accordingly, we can report that the system of internal control over financial reporting for the period underreview was efficient and effective.
The quality of the quarterly management reports were submitted in terms of the PFMA.
The audit committee is satisfied with the content and quality of monthly and quarterly reports prepared and issued bythe members of the council during the year under review.
Evaluation of annual financial statements
The audit committee has: reviewed and discussed the audited annual financial statements to be included in the annual report, with the
External Auditors and the council; reviewed the External Auditors' management report and management’s response thereto; reviewed changes in accounting policies and practices (delete if not applicable); reviewed the entities compliance with legal and regulatory provisions; reviewed significant adjustments resulting from the audit.
The audit committee concur with and accept the External Auditors' report on the annual financial statements, and are ofthe opinion that the audited annual financial statements should be accepted and read together with the report of theExternal Auditors.
Internal audit
The audit committee is satisfied that the internal audit function is operating effectively and that it has addressed the riskspertinent to the council and its audits.
External Auditors
The audit committee has met with the External Auditors to ensure that there are no unresolved issues.
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25 to 27
25 to 27
37 to 59
37 to 59
27 to 37
27 to 37
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NOTES
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