Training and developing professional teachers by exploring national

2. • Training and developing
professional teachers’ starts from
effective teachers who’s able to
design, implement, and assess
learning into experience and
knowledge in accommodating or
engaging students and improve
learning.
• A society is the foundation of all
teachers to have acknowledged
the information about the
knowledge of the society, the
society of the digital divide.

3. • Indeed they should also apply
their knowledge and deeper
detailed about human society,
in which knowledge should
bring justice, solidarity,
democracy, peace.
• A society in which
knowlInformation society: A
society in which information is a
good that one can exchange,
buy, sell, store, transport,
process.
• The society of the digital divide.

4. • A human society, in which knowledge should bring justice,
solidarity, democracy, peace... A society in which knowledge
could be a force for changing society.
• A society which should provide universal and equitable
access to information (UNESCO).ce, solidarity, democracy,
peace... A society in which knowledge could be a force for
changing society.
• A society which should provide universal and equitable
access to information (UNESCO).edge could be a force for
changing society.
• A society which should provide universal and equitable
access to information (UNESCO).

5. Integrating ICT in order to build the Knowledge Society:
• ICT and knowledge , learning to do, learning to know , learning
to live together, learning to solve or problem solving , learning to
evaluate critical responses in building communication skills in
the society.

6. TheyshouldbetrainedabouttheICTchangeknowledgeofitself:
Eachdiscipline,itsconcepts,processes,methods,resourcesavailable…
TheKnowledgeSocietyneedsnewkindsofKnowledge,thatcannotreducetotraditional
disciplines
Transverseknowledge
Complexknowledge

7. • They should be aware of the weaknesses of
knowledge: what is human knowledge?
Principles of pertinent knowledge:
Consider the objects of knowledge in their
context, in their complexity, in their whole.
• Teaching the human condition: the unity
and the complexity of human nature, Earth
identity: Teach the history of the planetary
era; teach the solidarity between all the
parts of the world, confronting
uncertainties: Teach the uncertainties in
physics, in biology, in history.
• Understanding each other by teaching the
mutual understanding between human
beings

8. • Effective teachers also include Technology Literacy to
enabling students to use ICT in order to learn more
effectiveness.
• Using Knowledge Deepening to enabling students to
acquire in-depth knowledge of their school subjects and
apply it to complex, real-world problems.
• Teach Knowledge Creation, to enabling students, citizens
and the workforce they become, to create the new
knowledge required for more harmonious, fulfilling and
prosperous societies.

9. • Science and technology have brought new treatment
to our country in our new educational curriculum the
NCS, prolonged the lives of the elderly, connected
people across distances and provided clean water to
people in remote areas.
• They have also created new markets, catering for
needs that were at outer edges of the human
imaginations just decades ago, such as the internet.
• Many parts of Africa that have not seen fixed-line
telephony are widely served today by efficient cellular
phone networks that provide a wide range of services.

11. • The commission is concerned about
the higher domestic cost of
broadband internet connectivity.
• All in our society should be able to
acquire and use knowledge
effectively.
• Everyone should benefit from
important breakthroughs in science
and technology for the use of
knowledge and super skills in some
technological jobs.
• And South Africa should continue to
contribute to global scientific and
technological advancement to gain
more technological skills in all school
communities in the whole country.

12. • Educational technology should not be confused with or
instruction or education or learning or engineering but it
should be taken as a sum total of all such aspects which
go a long way in shaping the personality of the learner
in a meaningful context based on leaning programme.
• it is neither technology in education nor technology of
education but both and all pervasive which pervades the
whole teaching-learning process to make it meaningful
for the teachers who teaches and the leaners who learns
and modifies his behaviour for his own betterment and
betterment of mankind.

13. • Professional and effective teaching require the change of
the environment with new materials need be handled by
the teachers.
• The teachers equipped with old strategies and
methodologies of teaching will remain misfit.
• Right type of training to the teacher is the need of the hour.
• Education technology can run its valuable help in the
training of teachers.
• The use of video tapes and close circuit television will help
teachers to remodel and reshape their teaching behaviours
comfortable.

14. Education with technology
• Leaners and teachers are able to search information in a
short period of time.
• Are able to evaluate and reflect in different research.
• A teacher has an opportunity in regular effective practices
using digital tools.

15. Technology contributes in teaching and
learning:
• Contribute an effective learning style
• Vitality in learning areas
• Self-renewal in teaching profession
• It can trigger and address our
personality and contextual situation
• Promotes deep learning

16. • Technology is the tool to keep
education on process
• The tool that promote living in all
conditions
• The tool that overcome the aim of the
NCS
• It is the messenger of all economic
factors in the country
• It is the security in access of success
• Act as a global key.

17. The future strategic objectives aimed to :
• Focus on literacy and numeracy
• To promote higher performance
achieved results
• Provide all working tools for
mathematics and science
• Apply quality facilities, resources, and
materials to all public schools

18. Learning style will be held in the teaching
system by :
• Standardising assessment and systemic
evaluation
• Measurement tasks to demonstrate
learners progress
• Identify the key areas in the curriculum
for require successful performance

19. Many changes in grade R will be adopted
as follows:
• Grade R is going to be universalised
Will be provided with quality and effective
or meaningful programmes
• Socio-economic deprivation and high
family literacy
• Improving accountability in terms of
running system to all provinces.

20. Teacher’s development
• We will prepare educators for the
implementation of the curriculum and
assessments policies.
• We will also have separate training of all head
principals of all public schools on how to
promote effective teaching practices.
• We will develop principles that need to be
implemented to all teachers on how to run
daily lesson plans.

21. The government plan to:
• Raise status of educators through
better training and funding,
• Coupled with further improvement of
services of teacher’s stuff,
• Employ many skilled and experienced
with high institutional knowledge to
go hand in hand in with classroom
management strategies.

22. Teachers time with learners:
• Period’s time per subject will
increase
• Teachers need to take note of
the daily register to ensure no
absenteeism of learners

23. Educational policies
• Has finalised that will see the national department
developing new training packages, to a large
degree through distance education and e-
Education,
• Leveraging the development of relevant training
programmes by universities and private institutes
to promote teaching and learning into practice.

24. Teachers role:
• To educate in effective style by coping to their
learners background
• Act as parents to accommodate learners set free
to state barriers towards learning,
• Meet parents or involved them in dealing with
students,
• Report all experiences in the classroom as such
as discipline based on learners.

25. Expand early childhood care and education
Education aimed to support :
• young children, and t to support young
children, and their families and communities,
in all the areas where the child is growing –
physically, emotionally, socially and their
families and communities, in all the areas
where the child is growing –
• physically,
• emotionally, and
• socially

26. Provide free and compulsory primary education for all

27. Promote learning and life skills for young people and
adults

28. • Increase adult
literacy by 50
per cent

29. • Achieve gender parity by
2005, gender equality by 2015

30. • This goal calls for improvement in the
quality of education in all its aspects,
aiming for a situation where people can
achieve excellence.

32. • Professional associations,
countries, states, or
universities often collaborate
within their larger
educational community to
establish ICT, support teacher
standards and guidelines that
describe the knowledge,
skills, and dispositions
teacher candidates are
expected to demonstrate
upon completion of their
teacher education programs.

33. • Many regions
and countries
in Europe, the
USA, Asia, and
Australia have
adopted a set
of ICT
standards for
pre-service and
in-service
teacher
education

34. • Institutional Development is to promote
quality teaching and institutional
performance through the effective supply,
development and utilisation of human
resources .
• ICT in Education Human
Resources Development
develops policies and
programmes to promote district
development and management
as well as governance capacity

35. • To ensure that the new teacher development
plan, to be made public in 2011, is translated
into a wide range of teacher training
materials, collaborative professional
development

36. • To establish the National Institute for Curriculum
and Professional Development (NICPD) in order
to promote best practices in classroom
• Bursaries like fundza lushaka are helping a lot on
developing students to study further, but there’s
also a need for other powerful campaign to go
hand in hand with existing campaigns

37. • Developing training strategies and materials
aimed from the involvement of the school
governing body as representative of our school
parents .

38. • New models for school interventions
designed to tackle specific school
shortcomings.

39. • there is a need for the national
department to play a more
proactive role in promoting
best practices and providing
districts with the pedagogical
and management tools they
need