HIGHLIGHTS FROM THE INTEGRATED STRATEGIC PLANNING FRAMEWORK
We educate South Africa’s teachers one ODL step at a time.
courses or qualification programmes could include:
– The possible re-instituting of pro- longed formal study leave and the appointment of substitute teachers (by developing a database of supply teachers to be utilised for this pur- pose); and
– Innovative relationships between PPSs and other schools during times at which initial student teachers are out in schools during WIL (teaching practice/ practicum) periods, so as to enable prolonged CPD opportu- nities. Once the system is fully func- tioning there could be up to 80 000 student-teachers
in schools across
the system at any particular time; in conjunction with properly mentored and structured WIL, this could en- able a large number of teachers to be released for formal development purposes. Any specific strategies that
relate to educators’ conditions of service will be subject to negotiation at the ELRC.
SUFFICIENT FUNDING FOR QUALITY TEACHER EDUCATION AND DEVELOPMENT
The successful implementation of this Plan is dependent on the effective use of fund- ing already available in the system, as well as on obtaining additional funding, for ex- ample, through new MTEF bids.
a) In order to ensure that funding for TED is utilised effectively, the coordi- nation, monitoring, reporting and data management procedures regarding funding provision and utilisation will be improved and streamlined as a matter of urgency. This is particularly relevant to the use of teacher development funds obtained through national bids to Treasury, and which are currently available in the provincial baselines.
b) CEM and HEDCOM structures will help to ensure the effective and effi- cient utilisation of financial resources to address the priorities that have been established.
c) Mechanisms to direct the more effec- tive use of funds available for teacher development in the Skills Develop- ment Budget allocation will be exam- ined and utilised.
d) The bulk of funds available for teacher development programmes will be al- located to programmes that deepen the subject specialisation knowledge of teachers.
Sourcing of funds to enable the Plan to be fully implemented is the responsibility of the various agencies in collaboration with their partners.
The Unisa School of Education is committed to the training of professional teachers, education researchers, adult basic education and training (ABET) practitioners and to the upgrading of teacher qualifications through a combined system of open distance learning pedagogies, supervised practical experience and online support which is part of the model of a virtual learning environment.
THE SCHOOL OF EDUCATION IS DIVIDED INTO 4 SPECIALISED DEPARTMENTS, NAMELY:
n The Department of Further Teacher Education n The Department of Teacher Education n The Department of Educational Studies n The Department of Adult Basic Education and Training
The Department of Further Teacher Education serves and assists educators and training practitioners through excellent distance quality education programmes which are underpinned by the principles of open distance learning, relevant and effective research as well as community projects. Teachers are thus retrained and their qualifications upgraded, to enable them to become specialists in their areas of expertise and or school subjects within a reasonably short period by completing the Advanced Certificate in Education.
The Department of Teacher Education fulfils a special function and plays a very important role in the provision of teachers in South Africa. The Department targets students who want to become foundation, intermediate, senior phase and further education teachers through the Bachelor of Education degree and Postgraduate Certificate in Education (PGCE) programmes. Although the first priority is South African students who will be able to teach in South African schools, the focus of the Department is also on providing teacher education to the rest of the continent and accommodates a significant number of students from countries like Botswana, Mozambique, Mauritius, Namibia and Zimbabwe.
In its practices, the Department of Teacher Education embraces the principles of life-long learning, student centredness and flexibility. All the programmes in the Department are also responsive to some of the national, regional and professional priorities in education such as Multiculturalism, Inclusive Education, Environmental
Education, Computer Integration in the Classroom, HIV/Aids and Language Education.
The Department of Educational Studies specialises in postgraduate education qualification for teachers and other education specialists. These include, but are not limited to PGCE, Honours Bachelor of Education, Master of Education in different areas of specialisation, and Doctoral degrees in education.
The mission of the department is to; produce quality educationalists whose expertise is applicable to all levels of teaching and society; explore and extend the sphere of education further, and to make a contribution to the improvement of the practice of education by addressing compelling and contemporary problems in education and teaching and to enhance the quality of life of individuals and communities by using the resources at its disposal.
With the problems of widespread poverty, shrinking work opportunities and a tremendous backlog of adults requiring some form of adult education, the Department of Adult Basic Education and Training offers programmes to enable trained practitioners to present and manage ABET programmes in their communities; use, design and evaluate materials; assess learners; and analyse the learning needs and social context of adult learners.
Programmes offered have a wide application including specialisations in the teaching of different trades, entrepreneurship, health education, environmental education, English, literacy, numeracy and water and sanitation.
Most of the UNISA ABET graduates are employed as educators by all the 9 provincial education departments to teach adult learners at the various adult centres in the country. Most of them are the ‘foot soldiers’ and pillars of South African literacy drives such as SANLI and Kha Ri Gude. Some of the graduates are either engaged in self-employment activities or are employed by some municipalities and NGOs.
The School of Education is therefore at the fore front of educating knowledgeable and effective practitioners for our education system and the African continent. Through our multi-, intra- and trans-disciplinary research and teaching activities, we will continue to respond to the needs of our schools and both provincial and national education departments for highly qualified and competent educational practitioners.
Learn without limits.
college of human sciences
UNIS134970/E
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