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Funza Lushaka Bursary Progamme Action Plan for an End-to-End Solution. PORTFOLIO COMMITTEE 21 APRIL 2015. What do we want to achieve?. To introduce an end-to-end solution for the identification, recruitment, training, placement and induction of new teachers in the basic education sector.
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Funza Lushaka Bursary ProgammeAction Plan for an End-to-End Solution PORTFOLIO COMMITTEE 21 APRIL 2015
What do we want to achieve? • To introduce an end-to-end solution for the identification, recruitment, training, placement and induction of new teachers in the basic education sector. • A consolidated action plan that clearly indicates the various activities required, responsibilities and time frames. • To broaden the roles and responsibilities of PEDs regarding the identification, recruitment, selection, monitoring and support of Funza Lushaka bursary holders and new teachers at a provincial level. • To undertake a labour market analysis of the supply and demand trends in education that will inform the NDP vision towards 2030.
What do we want to achieve? • To determine the demand for certain teaching areas of specialisation on a yearly basis through profiling of vacancies in schools and future vacancies due to attrition. • To improve the monitoring and support of Funza Lushaka bursary holders at universities. • To broaden and improve the effectiveness of district and community based teacher recruitment campaigns and linking it to teacher assistant programmes. • To introduce induction programmes for new teachers in all South African public schools.
What have we achieved? • The Funza Lushaka Implementation Protocol has been improved to strengthen the management of the FLBP at a provincial level and to improve the monitoring of students at universities. The Implementation Protocol lists the following responsibilities for PEDs: • Advancing the aim of the Programme in their provinces; • Providing the DBE every year with information on projected educator requirements in the priority areas of need for the following year; • Participating, in conjunction with DBE and HEIs in the recruitment of capable and motivated students to taking teaching as a profession; • Participating, in conjunction with NSFAS and HEIs in the selection of the students according to the criteria determined by the Department of Basic Education; • Providing the students with information, advice and assistance with respect to employment opportunities in priority areas of need in their provinces; • Facilitating and expediting the placement of bursary holders; • Providing DBE and NSFAS with information every year on the employment status of students who chose their province for placement; • Reporting to DBE graduate bursars who are in breach of their Funza Lushaka bursary contractual obligation; • Developing a data base of defaulters in their provinces and to submit it to DBE.
What have we achieved? • The Funza Lushaka bursary agreement with students has been strengthened in the following areas: • The period within which the PED has to offer an appointment (placement) to a graduate bursar has been removed; • Stipulating the province where a bursary holder will be placed upon graduation at the time the student first accept the offer for the bursary; • Emphasising that changing of approved areas of specialization (subject and/or phase) is viewed as a breach of contract and the bursary will be converted into a loan which the student will have to repay with interests.
What have we achieved? • Mechanisms have been strengthened to improve the management of the FLBP e.g.: • Selection committees consider the applications of all returning bursary holders on an annual basis to ensure students are registered for the priority subject areas and to monitor academic progress; • HEIsmonitor students’ performance and identify students in need of additional academic support; • The DBE must be informed if/when FL bursars switch to subjects and phases; • Annual briefing sessions are held with final year students at each HEIto remind them of their contractual obligations and to share information regarding placement procedures.
What have we achieved? • A draft concept document on new teacher induction programmes is being developed. Together with an Orientation Booklet for new teachers. • Placement of Funza Lushaka graduates has now become a part of the human resource framework which provides clear guidelines to PEDs on the filling of vacant posts at schools. • A reporting standard document has been developed and adopted by all PEDs which aims at unifying the process of reporting on placement of Funza Lushaka graduates across provinces. It therefore lays acceptable reporting standards to ensure accountability regarding the graduates allocated to each province each placement year.
Number of bursaries awarded in 2015 • Value of the FunzaLushaka bursary fund in 2015: R 991, 084, 000. • Approximately 14 000 bursaries will be awarded to students during 2015. More than 10 000 bursaries will go to returning students, with the balance earmarked for district, community based and online applications.
2015 District based Recruitment • A target of 2000 bursaries were set aside for District based recruitment. • Based on the number of promissory letters issued:
2015 District based Recruitment • Number of District based students registered at HEIs:
2015 District based Recruitment The following graph shows the Phase specialisations of district based recruited students in 2014 and 2015:
2015 District based Recruitment The following graph shows the number of community based recruited students (Modjadji and Gauteng) during 2014/15:
2015 District based Recruitment The following graph shows the DBE/ISASA Internship Programme:
PLACEMENT • The reporting on placement of FL graduates has been intensified to include weekly update to Senior Management. • This will allow Senior Management to get regular feedback regarding activities pertinent to the placement of graduates. • Furthermore, the Department will be able to determine the approach in terms of assisting provinces who are struggling to place graduates
MONITORING • KZN and EC have been visited to address their difficulties in the placement for 2015 • The DBE has noted progress in the Gauteng, Free State, Mpumalanga and the Western Cape. These are provinces that are earmarked for the intervention visits
2015 STATISTICS • In 2014 there were 4173 graduates that needed to be placed • 654 were not placed and have been rolled over to 2105 • In 2015 there are 4173 graduates to be placed • In total there are 4827 graduates that need to be placed in 2015 • As at end of March 2015, 62% have been placed
WAYFORWARD • To assist with the reporting and management of graduates who resign before their obligation, the DBE has developed and distributed the FL Placement Reporting Standards document • The document provides a standard way of reporting on placement of FL graduates but also proposes the use of a dedicated PERSAL function for the appointment of state-funded graduates. • The use of dedicated PERSAL function will assist in tracking the graduate once they are appointed in the system.
