The south african educational system has undergone many stages of transitions and in during those years many changes occurred
The South African educational system has undergone many stages of transitions and in during thoseyears many changes occurred. One needs to also consider the fact that apartheid regime broughtmany difficulties in our educational system, therefore in this paper I hope to give some of the mostimportant things that should be considered in education today. Some of these key figures shouldclearly be implemented in our education, whilst some are already in order and ready to beimplemented and therefore we will also look at the government’s plans towards the implementationof these plans and most importantly we will be looking at the following issues which will also serveas a sub – heading to the topics discussed in this paper. The topics that will be covered includeproviding a brief overview of the current educational landscape and future national strategicobjectives, secondly I will highlight the broad aims of the various national and internationalinitiatives regarding continuous professional development of teachers with regard to teachercompetency standards relating to ICTs and professional aptitude, thirdly I will also highlight thevarious dimensions that impact on teacher training with special reference to pedagogicaldimensions, technical dimensions, and the collaborative/networking dimension and lastly I willprovide a description of how I would design the module PFS3A10 to address or accommodate all ofthe requirements as articulated in the nationalguidelines provided. ```A BRIEF OVERVIEW OF THE CURRENT EDUCATIONAL LANDSCAPE AND FUTURE NATIONAL STRATEGICOBJECTIVESThe South African educational system was divided into two departments- The higher educationaland the training department (DoHET) which consists of universities, Further education and training(FET) collages and the basic education department (DBE) which deals with schools. The reason it hadto be divided was because of the apartheid regime that occurred in South Africa and therefore manychallenges had to occur in the education system. For these purposes, the Council of Highereducation (CHE) established a Size and Shape Task Team. Its members were drawn, in theirindividual capacities, from labour, business, universities and technikons, theDepartment ofEducation and the CHE itself. The Task Team began work in late FebruaryDepartment of Educationand the CHE itself. The Task Team began work in late February2000 and met a number of times,supported by a small secretariat. To aid its work, a numberof studies were commissioned andvarious unsolicited reports and papers were alsoof studies were commissioned and variousunsolicited reports and papers were also examined. The Task Team also had full access to theinstitutional plans of all the universitiesand technikons and to various reports and databases of theDepartment of Education. Meaning the new South Africa had to consist of a new educationalsystem, a system that would very much relevant to the needs of the country and at the same timemaking sure that that the learners and the student are being well prepared for the outside worldand the challenges that comes with it, hence why the task team consisted of the people in manydifferent but yet related fields.The Task Teams point of departure is the Education White Paper 3: A Programme for theTransformation of Higher Education 1997. The goals and purposes advanced in the WhitePaper -such as equity and redress, quality, development, effectiveness and efficiency – has guided the TaskTeam. Meaning for the future the South African educational system needed to not have racism bymeans of teaching different people different things because of their race. In addition also the issueof equity meaning that people needed to be taught the same education regardless of whom they areor where they come from.
In the future one can expect the transforming higher education that it is responsive to the needs ofstudents of all ages and the intellectual challenges of the 21st century. Themembers of the TaskTeam share a passionate belief in the vital importance of higher education to democracy, socialjustice and the economic and social development of this country. This means the educational systemwill cater for more learners and even those with any particular disability so that nobody can be leftoutside and also people can benefit from this especially those with disability.HIGHLIGHTING THE BROAD AIMS OF THE VARIOUS NATIONAL AND INTERNATIONAL INITIATIVESREGARDING CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS WITH REGARD TOTEACHERCOMPETENCY STANDARDS RELATING TO ICTS AND PROFESSIONAL APTITUDEIn the document Guidelines for Teacher Training and Professional Development in ICT it states thatThe Guidelines for Teacher Training and Professional Development in ICT is one of the initiativesundertaken by the Department of Education to implement the White Paper on e-Education.Information and communication technology (ICT) is fundamental to the implementationof e-education and offers greater opportunities to access learning redress inequalities andimprovethe quality of teaching and learning. ICT also makes it possible for teachers to offerlearnersunprecedented opportunities for development and lifelong learning (Teacher Training andDevelopment in ict, 2007:2), this means that it needs teachers to have more knowledge about thelatest technologies so that they can be able to implement them in their respective classrooms andmost importantly be able to integrate them for a more efficient education for learners. I this part ofthe paper I will try and look at the national and international initiatives regarding continuousdevelopment of teachers with regards to the competency standards relating to ICTs and professionalamplitude.National InternationalThe teacher is computer literate and is Understanding ICT in education, meaningable to use computers teachers have to have the knowledge in order for them to be able to apply into their teaching and that application could be very meaningful.The teacher is willing and eager curriculum and assessment, meaning they haveto venture into using ICT in to understand the curriculum in order for themhis/her teaching and learning to know exactly what they need to teach and in that way they could be able to use ICTs in their teaching but it will start by understanding the curriculum first.The teacher is able to: Pedagogy, meaning teachers have to have• confidently use basic different ways and methods of teaching. Thisfunctions in application means that understanding ICTs and being able toprograms; use this in this classroom and that also helps• apply knowledge of ICT learners to get more familiar with technologyapplication programs in because todays worlds depends very much inadministration and lesson technology and many things are done in aplanning; technological way.• carry out first-leveltroubleshooting inprograms;• use ICT help functionsThe teacher is able to: Organization and administration, this the teacher
• operate a computer and has to be at all times be able to make sure thatperipherals confidently; he is able use resources that are in the classroom• identify ICT hardware like the charts and boards to tech and they mustresources, e.g. computers, not be predictable they should also considerinteractive whiteboards, etc.; bring something new to the learners so that• carry out first-level learners can be exposed in this type of things.troubleshooting in computerlaboratories;• identify minor technicalproblems and communicatethese effectively toSupport personnel.The teacher: teacher professional learning, meaning teachers• has an awareness of the have to from time to time go to workshops dopossible uses of the Internet short term courses for them to able to havein teaching and learning; more knowledge and acquire more skills. As• can do simple searches on technology advances teachers too need to havethe Internet; the knowledge about the recent technology and• can identify sources of be able to apply it in their classroom and be ableinformation and to make their teaching more efficient.discriminate between them;• can communicate withother teachers using e-mail;• can send and receiveinformation using e-mailHOW I WOULD DESIGN THE MODULE PFS3A10 TO ADDRESS OR ACCOMMODATE ALL OFTHE REQUIREMENTS AS ARTICULATED IN THE NATIONAL GUIDELINES PROVIDED I would design this module in a way that I could start by providing my learners with relevantinformation, in that way I am preparing them to know what exactly lies ahead of them. I willthen go back to my document of the course to look at the learning outcome for each topicso that I know what the student need to know at the end of every section of the course.Then I can expose the learners to different resources that are out there for them as learningteachers, one of the key thing to the course would be that they will be searching for theinformation themselves, what I will be doing is simply providing them with the knowledge ofhow to get started. In this way I am making sure that they find out information forthemselves, they are able to fix certain computer problems that are not very much complexbecause when there are at the school teaching learners there would not be anybody whocan come and help them so they need to learn to do it for themselves.In addition I would then ask them to design their own websites in that way I would be ableto know how much of application are they able to apply because when designing a websitethey need to have some important information in them so I will see by the tasks they do andupload them in their websites as to are they creative, are they innovative and can they dothe application of what they teach into the real world. But the key point to the course would
be them doing self-reflection in that way I am able to see what they thought they did welland where do they still need to put in more effort. In this way even the students themselvescan then able to see where they went wrong and be able to fix it, by this I will trying tominimise the chances of them doing the same mistake again.
BibliographyBobby Soobrayan, A. M. (2011). Strategic Plan 2012-2014. Johannesburg: Department of Basic Education.D, H. (2007). Guidelines for teacher training and professional development in ICT. Johannesburg: Department of education.Jānis Kārkliņš, Q. T. (2011). Unesco competency frame work for teachers. Paris: The United nations educational scientific and cultural organisation.Manuel, T. (2011). The national development plan for 2030. Pretoria: The national goverment.The national development plan for . (n.d.).