INCA Education around the world
South Africa : Initial teacher training
7.2.2 Types of training courses and institutions
7.2.2.1 Admissions
7.2.3 Trainers
7.2.4 Curriculum for initial teacher training
7.2.5 Qualifications and standards
7.2.5.1 Qualifications and entitlement
7.2.5.2 Probationary periods
7.2.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superseded.
7.2 Second phase, compulsory primary education, ages 5/6 -12, [see 3.2.2]
7.2.1 Control
All initial teacher training is the responsibility of higher education institutions and, as such, the policy on the structure of initial teacher training qualifications is regulated by the Higher Education Act 1997 source. This policy is expressed in the Higher Education Qualifications Framework (HEQF) which provides the basis for integrating all higher education qualifications into the National Qualifications Framework (NQF). 18
The South African Council for Educators aims to enhance the status of the teaching profession and to promote the development of teachers and their professional conduct. It is responsible for:
- The registration and review of all teachers in accordance with its criteria.
- Promotion and oversight of teachers' ongoing professional development.
- The safeguarding of ethical standards in the teaching profession.
- Advice to the Minister of Education on pertinent issues pertaining to teaching. 11
Provincial Departments of Education are required by the national Department of Education to determine, well in advance of each school year, how many new teachers are required by qualification, phases, language, subject and district.18
7.2.2 Types of training courses and institutions
There are two main routes for teaching training in South Africa.
The concurrent model
Trainee teachers complete a Bachelor of Education (BEd) degree, comprising 480 credits (at National Qualification Level 7), which includes a practical component of 120 credits. The qualification leads to registration as a teacher by the South African Council for Educators (SACE). The practical component may be undertaken in short periods during the programme; comprise an extended period of service during the final year linked to a structured mentorship programme; or be undertaken by student teachers or serving teachers in schools under the supervision of a mentor. The training provider may only consider the latter course of action where there is a guarantee of proper supervision and a suitable school placement available. 18
The BEd is available in five modes of delivery:
- Full- or part-time contact study in a higher education institution.
- Part-time, or by a combination of contact and distance learning.
- Distance learning for mature first-time recruits to teaching who are in other occupations or who have not yet entered employment.
- By distance learning and mentored school-based practice to first-time recruits to teaching, or to those employed by Provincial Departments of Education as student teachers.
- By distance learning and mentored school-based practice to serving teachers who wish to upgrade their qualifications and/or to change to a phase or learning area or subject where teachers are particularly needed. 18
The consecutive model
Trainee teachers following the consecutive model usually complete a first degree, followed by a one-year Advanced Diploma in Education (120 credits at NQF level 7), including an appropriate practical component. 18
The concurrent model is currently the preferred model for teacher training in South Africa.18
In addition, the National Professional Diploma for Educators (NPDE) Programme aims to train teachers who do not have teaching qualifications as a result of historical backlogs. Six thousand teachers have received the diploma in two cohorts. In 2005, some 1,300 new NPDE teachers (third cohort) were registered and 500 teachers were expected to graduate (second cohort).11
Colleges of education were incorporated into the higher education system as part of the rationalisation exercise. 31
7.2.2.1 Admissions
Information being collected.
7.2.3 Trainers
Information being collected.
7.2.4 Curriculum for initial teacher training
Teacher training programmes aim to develop the capacity of teachers, school management teams and departmental support personnel to develop, implement, manage and support the development of learning programmes. 21
The Norms and Standards for Educators 19 state that teachers should be:
- A specialist in a particular learning area, subject or phase.
- A specialist in teaching and learning.
- A specialist in assessment.
- A curriculum developer.
- A leader, administrator and manager.
- A scholar and lifelong learner.
- A professional who plays a community, citizenship and pastoral role.19
The above Norms and Standards for Educators serve as a description of what it means to be a competent educator. They are not meant to be a checklist against which to assess whether a person is competent or not, but must be integrated into the learning programme for teacher training and should inform the exit level outcomes for a teaching training qualification and their associated assessment criteria. Ultimately, any teacher training qualification should reflect an applied and integrated competence. It is expected that this demonstrated ability to integrate theory and practice in teaching is assessed within all teaching training qualifications. 19
7.2.5 Qualifications and standards
The Higher Education Council, through the Higher Education Qualifications Council quality assures all education qualifications offered by universities. 6
See section 7.2.4. for information on the 'norms and standards' for educators.
7.2.5.1 Qualifications and entitlement
Anyone wishing to teach in public schools, recognised independent schools, further education and training institutions, adult learning centres, early childhood development (ECD) practitioners with NQF level 4 and above or office-based educators must be registered with the South African Council of Educators (SACE). SACE has formulated a set of requirements to be fulfilled by all educators before they can qualify for registration. They must:
- Satisfy the ethical standards contained in the Code of Professional Ethics for Educators
- Have at least obtained a minimum post-matriculation qualification
- Have a two-year certificate in teacher education for the pre-primary phase, or
- Have any other qualifications recognised by the Council for the purpose of registration.
The Council may provisionally register a person who does not qualify under the above criteria if:
- The Council has approved that the person be appointed to a teaching post on the grounds that there are no other suitably qualified teachers available.
- The Council is of the opinion that the person will obtain the required qualification within a reasonable time.
- The Council is of the opinion that registration it is in the interests of learners at an educational institution.
Students in their final year of a qualification may apply for provisional registration with the Council.
Further information about the registration process is available on the SACE website.
A system of licensing or re-accrediting teachers through continuous upgrading and monitoring of educator qualifications has also been introduced. Teachers earn 'professional development' points over a stipulated period by completing courses and modules approved by the Department of Education and overseen by the South African Council of Educators (SACE). 31
7.2.5.2 Probationary periods
No information available at present.
7.2.6 Post-qualification induction periods
No information available at present.
