This document discusses national strategic objectives for teacher development in South Africa. It aims to improve the quality of basic education by focusing on improving teaching quality, conducting student assessments, strengthening early childhood education, and ensuring accountability. Teacher development will be intensified to prepare educators for curriculum changes. Infrastructure improvements through the Accelerated Schools Infrastructure Delivery Initiative are also discussed as important for providing a conducive learning environment. The strategic priorities are outlined as involving stakeholders, ensuring coordination between national and provincial governments, and safeguarding student and teacher well-being.

1. EDUCATION AND EDUCATORS
DEVELOPMENT
Cleaven Ryan McCarthy
201142648

2. CONTENT TO BE COVERED:
 Knowledge society agenda
 Pervasiveness of technology
 “Education for All” goals
 Present future national strategic objectives
 Highlighting the broad aims of the various national and
international initiatives regarding continuous professional
development of teachers with regard to teacher competency
standards relating to ICTs and professional aptitude

3. INTRODUCTION
 In this presentation I am going to reflect and explore national
strategic imperatives on teachers as active learners in the
workplace. Teacher training and professional development has
included educational technologies into the process.
 Effective teachers design, implement, and assess learning
experiences to engage students and improve learning; enrich
professional practice; and provide positive models for students,
colleagues, and the community (ISTE, 2008).

4. KNOWLEDGE SOCIETY AGENDA
Information society: A society in which
information is a good that one can
exchange, buy, sell, store, transport,
process. The society of the digital divide.
Knowledge society: 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).

6. ICT AND KNOWLEDGE SOCIETY
 ICT change knowledge itself: Each discipline, its concepts, processes,
methods, resources available… The Knowledge Society needs new kinds of
Knowledge, that cannot reduce to traditional disciplines
1. Detecting error and illusion: Teach the weaknesses of knowledge: what is
human knowledge?
2. Principles of pertinent knowledge: Consider the objects of knowledge in
their context, in their complexity, in their whole.
3. Teaching the human condition: the unity and the complexity of human
nature.
4. Earth identity: Teach the history of the planetary era, teach the solidarity
between all the parts of the world.
5. Confronting uncertainties: Teach the uncertainties in physics, in biology, in
history…
6. Understanding each other: Teach mutual understanding between human
beings. And teach what misunderstanding is.
7. Ethics for the human genre: Teach the ethics of humanity preparing citizens
of the world.

7. NET

8. Education as a network
society
Education has networks of
knowledge, people, information etc.
which we can call nodes. These
nodes are all connected to each
other so that they can interact,
communicate, contribute and support
each other with knowledge,
information, new process etc.
There are one-to-one, one-to-all and
all-to-all connections in a network
society. Examples are media, world
wide web and social networks.

9. SCHOOL AND EDUCATORS IN
KNOWLEDGE SOCIETY
Future school Future teacher
 Not only technology, but a new
conception of teaching, training, learning
 Managing differently time and space and
using internet
 Interactive content and interactive tutoring
 Robust bureaucratic school systems
 Extending the market model
 Schools as core social centres
 Schools as focused learning
organisations
 Learner networks and the network society
 Teacher exodus - the meltdown scenario
 ICT confirm the essential
 and core role of the teacher:
be the MEDIATOR between
knowledge and the student
…the face-to-face relationship
between the teacher and the
pupil remains essential
 The human dimension of
teaching supported and
enhanced by technology

10.  Concerning technology
and normal education,
the future of education
will be implemented by
technology and it will be
easier and more
effective

11. Being a teacher in the Knowledge Society requires new specific
competencies: a teacher has to deal with new knowledge, new
ways for accessing knowledge; with a networked world and with
new types of co-operation and collaboration; with a society in
which knowledge plays a crucial role; with lifelong learning.
Teachers are the key agents in the education system. It is our
common responsibility to help all countries to train and recruit
teachers, and to involve all teachers in international networks.
ICT changes teaching and learning, but technology is not the
main issue. “Technology matters, but good teachers and good
teaching, matter more”.

12. PERVASIVENESS OF TECHNOLOGY
 The policy goal of the technology literacy approach is to enable
learners, citizens and the workforce to use ICT to support social
development and improve economic productivity. Related policy
goals include increasing enrolments, making high-quality
resources available to all, and improving literacy skills. Teachers
should be aware of these goals and be able to identify the
components of education reform programmes that correspond to
these policy goals. Corresponding changes in the curriculum
entailed by this approach might include improving basic literacy
skills through technology and adding the development of ICT
skills into relevant curriculum contexts.

13. FOREWORD BY THE MINISTER OF
EDUCATION
 Information and communication technologies (ICTs) are central to the
changes taking place throughout the world. Digital media has revolutionised
the information society and advances in ICTs have dramatically changed the
learning and teaching process.
 We want to ensure that every school has access to a wide choice of diverse,
high-quality communication services which will benefit all learners and local
communities. The services provided by the initiative will enhance lifelong
learning and provide unlimited opportunities for personal growth and
development to all.
 The challenge of providing modern technologies to schools in order to
enhance the quality of learning and teaching will require a significant
investment. Given the magnitude of the task ahead, and in the true spirit of
Tirisano, the public and private sectors will have to join hands to ensure that
our children receive high-quality learning and teaching. This White Paper
represents a new framework for the collaboration of Government and the
private sector in the provision of ICTs in education. Through this initiative, we
hope that we will be able to turn our schools into centres of quality learning
and teaching for the twenty-first century.

14. Educational Technology

15. TECHNOLOGY IN EDUCATION
 The expansion of ICTs is driving significant changes in many
aspects of human endeavour throughout the world. At both micro
and national levels, ICTs have increased the effectiveness and
reach of development interventions, enhanced good
governance, and lowered the cost of delivering basic social
services.
 As in other spheres of social and economic development, ICTs
have the potential to improve the quality of education and training.
Therefor Government has been quick to seize the opportunity
presented by the practical benefits of ICTs to support teaching
and learning in the twenty-first century.

16. Technology in
the classroom
needs to be
implemented in
the correct
manner and only
to insure the
best possible
outcomes.

17. CHALLENGES CONCERNING ICTS
 The digital divide: These challenges present themselves within
the context of globalisation and polarisation. They occur in a world
experiencing increasing disparities between the rich and
poor, among and within nations. The use of ICTs in Africa
recorded a 20% increase in 2002, mostly due to increased usage
in urban areas and countries with a higher GDP per capita.
However, while 72.7% of Americans currently use the
Internet, only 6.4% of South Africans have access to and use the
Internet.
 The digital divide however, does not only present barriers to
educational developments, but can also be regarded as an
opportunity to take best practices to the rest of the world and
make it applicable in the best possible ways for our people.

18. SOCIAL MEDIA

19. TECHNOLOGIES DEFINED
 Information technology (IT): is a term used to describe the items
of equipment (hardware) and computer programmes (software)
that allow us to access, retrieve, store, organise, manipulate and
present information by electronic means. Personal computers,
scanners and digital cameras fit into the hardware category;
database programmes and multimedia programmes fit into the
software category.
 Communication technology (CT): is a term used to describe
telecommunications equipment through which information can be
sought, sent and accessed - for example, phones, faxes, modems
and computers

20. …. CONTINUED…….
 Information and communication technologies (ICTs): represent
the convergence of information technology and communication
technology. ICTs are the combination of networks, hardware and
software as well as the means of communication, collaboration
and engagement that enable the processing, management and
exchange of data, information and knowledge.
 Digital literacy: refers to the ability to appreciate the potential of
ICTs to support innovation in industrial, business, learning and
creative processes. Learners need to have the confidence, skills
and discrimination to adopt ICTs in appropriate ways. Digital
literacy is seen as a "life skill" in the same category as literacy
and numeracy.
 Information literacy: is the ability to
locate, evaluate, manipulate, manage and communicate
information from different sources. As learners become
increasingly information-literate, they develop skills in
discrimination, interpretation and critical analysis. ICTs offer
opportunities for higher-order thinking and creativity in
processing, constructing and conveying knowledge.

21. …… CONTINUED……..
 E-learning: is flexible learning using ICT resources, tools and
applications, focusing on;
· accessing information,
· interaction among teachers, learners, and the online environment,
· collaborative learning, and
· production of materials, resources and learning experiences.
e-Learning may involve the use of Internet, CD-
ROM, software, other media and telecommunication
 Online learning: refers more specifically to the use of the Internet
and associated web-based applications as the delivery medium
for the learning experience.

23. EDUCATION FOR ALL
 Education for all is the basis of equal rights for all people around
the world no matter what their race, gender, sex, culture,
language, disability, appearance or age. Eight years have passed
since the historic moment in April 2000, when the international
community met in Dakar, Senegal, and set itself a global
challenge with the potential to transform the lives of millions of
children, youth and adults around the world. That historic
challenge is embodied in the six Education for All goals.

24. SIX EDUCATION FOR ALL GOALS.
1. Expand early childhood care and education
2. Provide free and compulsory primary
education to all
3. Promote learning and life skills for young
people and adults
4. Increase adult literacy by 50
5. Achieve gender parity by 2005, gender
equality by 2015
6. Improve the quality of education

26. EARLY CHILDHOOD EDUCATION
IS FUNDAMENTAL
 Education, including early childhood education (ECE) , is
enshrined in the United Nations Universal Declaration of Human
Rights as well as the UN Convention on the Rights of the Child.
Although the first EFA goal is to expand and improve early
childhood education and care, this goal remains largely
neglected.
 It is discouraging to note that the 2008 GMR1 reports that ECE
programmes for young children under the age of 3 remain largely
neglected. The Report reveals that these programmes are found
in only 53% of the world’ countries, mostly in North America and
Western Europe, Central Asia, Latin America and the Caribbean.
Even in some of these countries, the provision of ECE activities is
considered the sole responsibility of families and/or private
providers.
Education and care services for
children under 3 largely neglected

27. PRIMARY EDUCATION
IS NOT ENOUGH
 The key concept of the GMR 2008 is basic education, intended as
a synonym for the broader EFA agenda in education, and
referring to all programmes meeting basic learning needs. The
term is meant to capture a country’s commitment to providing
universal access beyond primary education. Basic education is
recognized as a framework in which EFA goals can be
reached, matching quality and equity.
 Progress made, but not for all
The Report acknowledges remarkable improvements in many
countries. However, it also highlights increased inequality in the
distribution of, and access to, quality education for various groups in
societies, for different countries, as well as for whole regions. The
gap between those who are improving and those who lag behind is
growing!

28. QUALITY?
The problem of quality is
becoming recognized
The Report shows remarkable
progress in acknowledging quality
issues at political level: important
high-level meetings have focused
The picture on the right states clearly
that education should be free.

29. THREE KEY CHALLENGES AHEAD
 The Report identifies three main challenges in relation to quality of
education.
 First, learning outcomes should be monitored. In spite of the
weaknesses of comparative tests of achievement, these are
widely used as a proxy of what and how much students actually
learn in school. At international level, the main assessments show
low learning outcomes in much of the world, especially in
developing countries. Inequalities are found between and within
countries. While in the developed world learning disparities seem
to be attributable to the socio-economic background of pupils and
their immigrant status, in developing countries strong disparities
favour urban over rural schools. Effective strategies to assess
knowledge and skills and demonstrate measurable learning
outcomes are needed.

30. ….CONTINUED… Second, learning environments must be improved. Access to
learning resources, first and foremost textbooks, is a key factor.
The pupil/textbook ratio is a significant measure of education
quality. The Southern and Eastern Africa Consortium for
Monitoring Educational Quality (SACMEQ) survey found that over
half the Grade
 Finally, attracting more and better teachers is paramount. The
teacher shortage is a major problem, particularly in the developing
world, where pupil/trained teacher ratios (PTR) can reach 40:1 or
more (the average for North America and Western Europe is
15:1). In the developing world this shortage is exacerbated by an
even more acute shortage of adequately trained teachers.
Exceedingly high PTRs (above 100:1) were found in
Afghanistan, Chad, Madagascar, Mozambique and Nepal, and
high ones (above 40:1) in Sub-Saharan Africa.

31. QUALITY VERSUS EQUITY?
 Out of the six EFA goals, the last one addresses the issue of
quality of education. EI welcomes this focus, as we believe that
only if universal access to education is matched with equal quality
then we can expect public education to benefit all societies and
individuals. Moreover, quality is important from the development
perspective, as more educated people tend to be more engaged
in civic and political affairs and are more likely to vote.
Furthermore, quality education seems to have a stronger link to
economic growth than quantity of education. The Report admits,
however, that “education expansion does not necessarily translate
into reduced inequality.” The same can be said about economic
expansion, which can indeed be sustained by well-educated elites

32. PRESENT FUTURE NATIONAL
STRATEGIC OBJECTIVES
 Government has agreed on twelve outcomes as a key focus of
work between now and 2014 and has made Education the apex
priority . It has placed education and skills development at the
centre of this administration’s priorities . The achievement of
Outcome 1: Improved quality of basic education is therefore
central to this Strategic Plan.
 Output 1: Improve the quality of teaching and learning .
 Output 2: Undertake regular assessment to track progress .
 Output 3: Improve early childhood development .
 Output 4: Ensure a credible outcomes-focused planning and
accountability system .

34. TEACHER DEVELOPMENT
 We will intensify teacher development to prepare educators for
the implementation of the Curriculum and Assessment Policy
Statement and pay special attention to the training of
principals, particularly those in underperforming schools .
 In line with the call made by President Jacob Zuma in the 2011
State of the Nation Address emphasising the need for more focus
on the Triple T – Teachers, Text and Time – we will double our
efforts on the provision of high-quality workbooks in literacy and
numeracy to Grades 1-6 learners and numeracy and life skills to
Grade R learners . We will also focus on providing a textbook for
every learner in every subject.
 Annual National Assessments We will conduct Annual National
Assessments in literacy and numeracy that are internationally
benchmarked
Learner support
materials

35. DISTRICT DEVELOPMENT
 We will strengthen district support and development and improve
intervention at class level so as to promote the quality of teaching
and learning .
Accelerated Schools Infrastructure Delivery
Initiative (ASIDI)
 To achieve quality education we need to ensure the provision of
sound infrastructure . This priority focuses on the need to guarantee
that learners and teachers are able to function in an enabling
physical and physiological (health and welfare) environment . ASIDI
adds focus and momentum to the Department’s Action Plan to 2014
and the goals of Schooling 2025 .
 The cornerstones of our strategy shall be:
- To involve all key stakeholders, including the citizens, in making
education a societal matter (QLTC, Stakeholders’ participation);
- To ensure more synergy between the national and provincial spheres
of government; and
- To safeguard the well-being of learners and educators

36. STRATEGIC OVER VIEW
 1 . Vision Our vision is of a South Africa in which all our people will have
access to lifelong learning, education and training opportunities which will, in
turn, contribute towards improving the quality of life and the building of a
peaceful, prosperous and democratic South Africa .
 2 . Mission Working together with provinces, our mission is to provide
relevant and cutting edge quality education for the 21st century .
 3 . Values Placing the interest of our children first, the Department adheres to
the following values:
People: Upholding the Constitution, being accountable to the government and
the people of South Africa .
Excellence: Maintaining high standards of performance and professionalism by
aiming for excellence in everything we do, including being fair, ethical and
trustworthy in all that we do .
Teamwork: Co-operating with one another and with our partner s in education in
an open and supportive way to achieve shared goals .
Learning: Creating a learning organisation in which staff member s seek and
share knowledge and information, while committing themselves to personal
growth .
Innovation: Striving to address the training needs for high-quality service and
seeking ways to achieve our goals .

37. …CONTINUED….
 4 . Constitutional, Legislative and Policy Mandates
Since 1994, a number of policies have been implemented and legislation promulgated to create a
framework for transformation in education and training . A summary of key policies and legislation
follows .
 5 . Situational analysis
Millennium Development Goal 1 aims at eradicating extreme poverty and hunger around the world
.
Reducing poverty is also a central concern for the South African government . In the South African
context of high unemployment coupled with a widely recognised skills shortfall, giving South
Africans a
better educational start in life will reduce poverty .
It is for this reason that access to quality education features strongly in all election manifestos of
the
ruling party and why education has been identified as a priority amongst progressive South
Africans
for decades .

38.  6 . Strategic Outcome Oriented Outputs
 As a result of Government’s review of the state of education, a
number of challenges were identified as barriers to improving the
system of quality basic education. The key challenges that have
been identified as barrier s include:
• Quality learner outcomes are not optimal across all grades .
• The quality and quantity of learner and teacher support materials are
not adequate to support quality learning .• The quality of school-based
tests and examinations is not of the required standard and is not being
moderated or benchmarked .• The quality of support from districts and
specifically school support personnel has not been constructive nor
responsive to the needs of the schools’ management

39. TO CONCLUDE:
 We need technology in our education in South Africa and
innovative teachers that can be the mediators towards greater
levels of knowledge.
 Education for all is essential to inspire every person in South
Africa to promote equality in our educational system.

41. REFERENCES
 Being a Teacher in the Knowledge Society. Prof. Bernard CORNU
(INRP, CNED-EIFAD, France)
 Education For All by 2015. Education International’s. Response to
the Global. Monitoring Report 2008
 ICT-enhanced Teacher Standards for Africa (ICTeTSA)
 Strategic Plan 2011-2014
 White Paper On e-Education