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Advancing Foundational Learning: Insights from the HRD Summit

The HRD Summit, chaired by Moeketsi Letseka, focuses on enhancing foundational learning across all schooling phases, including Early Childhood Development. Key commitments emphasize improving universal access to quality education, particularly for disadvantaged learners, and promoting good citizenship. The summit analyzes strategic priorities such as enhancing learner performance, ensuring equitable education outcomes, and addressing barriers to learning. Recommendations aim to professionalize teaching and continuously develop educators within the framework established for teacher education in South Africa.

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Advancing Foundational Learning: Insights from the HRD Summit

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

  2. Foundational Learning Scope • Includes Early Childhood Development • All phases of general schooling • A component in lifelong acquisition of knowledge, skills, competencies necessary for economic & social contribution to self & society

  3. FLTTT: Defining the Problem • HRD COMMITMENT THREE: • We will ensure improved universal access to quality basic education and schooling (up to Grade 12) that is purposefully focused on: • (a) achieving a dramatic improvement in the education outcomes for the poor; • (b) equipping learners with optimal capacity for good citizenship; and • (c) the pursuit of post-school vocational education and training or employment

  4. FLTTT: Sketching the Problem • Strategic Priority 3.1 • To ensure equity in education outputs and learning outcomes; • Strategic Priority 3.2 • To ensure that education outcomes promote values consistent with good citizenship and provisions of the Constitution;

  5. FLTTT: Sketching the Problem • Strategic Priority 3.3 • To improve learner performance and the quality of education in the schooling system • Strategic Priority 3.4 • To expand age-appropriate participation in ECD

  6. FLTTT: Sketching the Problem • Strategic Priority 3.5 • To improve % pass rate in Grade 12 and to ensure the profile of passes speaks to the country’s socio-economic imperatives; • Strategic Priority 3.6 • To ensure all learners, especially the poor, access health-promoting interventions that aim at removing barriers to learning

  7. ENGAGEMENTS • 17 meetings • Presentations on • diagnostics, reviews, reports, plans, accords • From • Institutions that support to schools, that provide leadership training • Implementers • Stakeholders RESEARCH • Professional standards for teaching • Content • Implementation options • Entry teachers & promotional posts • District capacity to support schools • Capacity • Readiness to implement new Guidelines

  8. Describing the System/ Identifying the Gaps • ANA – Grade 9 • Language 43% Maths 14% • Matric results • Steady improvement 2013 – 78.2%; 2012 – 73.9%; 2011 – 70.2%; 2010 – 67.8%; 2009 – 60.6% • Questions of quality • Drop out/ retention in schools • Maths & Science performance • University students’ dropout • 50% drop out by 2nd year • 5% completion by black & coloured students • Graduation rate: 15% undergraduates; 20% Masters; 12% Doctorates

  9. Higher Education Participation rates by race, 2005-2011 • Race 2005 2006 2007 2008 2009 2010 2011 • African 10% 11% 12% 13% 13% 14% 14% • Coloured 12% 12% 12% 13% 14% 15% 14% • Indian 44% 44% 43% 45% 45% 46% 47% • White 51% 53% 54% 58% 58% 57% 57% (Source: Council on Higher Education, 2013)

  10. System currently in place • DHET Policy on Minimum Requirements for Teacher Education Qualifications (2011) (MRTEQ) • Integrated Strategic Planning Framework for Teacher Education & Development in SA 2011-2025 (ISPFTED) • Policy for the Organisation, Roles & responsibilities of the education Districts (DBE, 2011) • DBE Action Plan to 2014 • DBE ECD Improvement Plan for Diagnostic Review • National Education Evaluation & Development Unit (NEEDU)

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

  12. Professionalisation of teaching:INITIAL PROFESSIONAL EDUCATION OF TEACHERS • Professionalise process on selection, education, registration, practice, placement • Benchmark best practice and standards • Quality assure (curriculum, education at HEI) • Minimum skills and knowledge, criteria for registration, promotions, placements (role of SACE) • Review status and progress in implementation of several initiatives underway • Support the implementation of ISPFTED

  13. Professionalisation of teaching: DEVELOPING PROFESSIONAL STANDARDS • For teachers and school management • Various categories – knowledge; skills & practices; ethics, values & attributes; leadership, community & relationships; professional learning; • Utilised for recruitment, pre-service, induction, continuous development. • For each phase of the school system • Beginning teachers, and • Promotional posts along the education career path

  14. Professionalisation of teaching: DEVELOPING PROFESSIONAL STANDARDS • Application requires • Accountability and culture • Systemic solutions that work on changing the culture of school systems, in terms of values, norms, skills, practices and relationships • A professional career path • grades of pay based on tests of both content and pedagogical ability • Promotions within schools and to circuit, district levels

  15. Professionalisation of teaching: CONTINUOUS PROFESSIONAL DEVELOPMENT • Support implementation of ISPFTED 2011–2025, • Monitor, support, resolve impediments through implementation • Structures (NICPD, PTDIs) established and supported • Investigate & promote successful initiatives that develop collaborative classroom practice • CPD intervention appropriate to performance stage of school/ teacher • Align expectations and incentives differentially • Value appropriateness, relevance to priority programme needs • Utilise proven delivery models

  16. Accelerate implementation of District policy for completion in three years • Determine resources needed. • Trial and phase transition model first. • Emphasis shift from compliance towards support. • Differentiate approach and timelines for Districts, based on performance and requirements. • Supply district offices and schools with competent staff appointed on professionalised merit. Appoint suitably skilled, experienced and willing expatriates, if necessary.

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