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SACE 2012

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Title: SACE 2012


1
SACE 2012 2013 ANNUAL REPORT
PRESENTATION TO PARLIAMENT PORTFOLIO COMMITTEE on
basic education 10 October 2013

2
  • PRESENTATION OUTLINE
  • Introduction and Background
  • Performance on Core Mandate
  • Registration
  • Ethics
  • Professional Development
  • Research
  • Financial Statements

3
Introduction and Background
4
Introduction and Background
  • The South African Council for Educators is
    established under the SACE Act (Act No. 31 of
    2000).
  • The core functions of the South African Council
    for Educators are as follows
  • - Compulsory registration of all educators
  • - Management of the Continuing Professional
    Teacher Development system, and promoting
    and development of the teaching profession and
  • - Review and maintenance of ethical standards.
  • The Minister of Education officially opened the
    South Council for Educators building on World
    Teachers Day, 5 October 2012.

5
Performance on Core Mandates
6
Registration
  • A total of 50 748 educators were assisted for the
    year.
  • - New full registration 5 561
  • - New provisional registration 16 958
  • - Updated provisional to full registration
    10 683
  • - Updated extensions 17 546
  • Of the 16 958 provisionally registered
    educators, 5 589 were foreign nationals.
  • The office now strives to complete registration
    requests within 7 days.
  • The mammoth task of validation and classification
    of the register is underway.
  • Plans for on-line registration are underway.
  • The tendency of applicants bringing fraudulent
    qualifications reduced as a result of more
    verification procedures and close corporation
    with the police.
  • Outreach programmes were done in many outskirts
    to ensure that our service reaches as many areas
    as possible as per our advocacy programme.

7
Code of Professional Ethics
  • A total of 7 795 educators and stakeholders were
    conscientized on the code of professional ethics.
  • Plans for an intensive advocacy campaign to
    promote professionalism of teachers and the
    well-being of learners are underway.

8
Number of Cases Received per Province
Province No. of Cases Received
KwaZulu-Natal 107
Northern Cape 3
Eastern Cape 35
Limpopo 25
Mpumalanga 54
Northwest 31
Gauteng 64
Free State 24
Western Cape 213
TOTAL 556
9
Types of Offences and Breaches
Type of Offence / Breach Numbers
Verbal Abuse, Victimisation, Harassment, Defamation. 83
Sexual Misconduct, including Rape 104
Fraud, Theft, Financial Mismanagement 65
Racism 2
Corporal Punishment, Assault. 182
Unprofessional Conduct, Alcohol Abuse, Absenteeism, Insubordination 115
Negligence 0
Murder 2
No Jurisdiction 3
TOTAL 556
10
Finalised Cases
  • A total number of 376 cases were finalised.
  • The 376 cases were finalised and closed as
    follows
  • Educators found guilty 53
  • Educators found not guilty 1
  • Charges withdrawn against educators 3
  • Cases referred to other institutions (including
    ELRC, Department of Basic Education, SAPS) 96
  • Finalised in other forms other than disciplinary
    hearing 223
  • 180 cases will be carried over into the new
    financial year.
  • To date SACE has received 3044 complaints against
    educators, we have held 339 hearing, resulting in
    150 indefinite strike-offs.
  • The office now adheres to a three month case
    finalisation to ensure that cases do not drag on.

11
Professional Development
  • CPTD Orientation and Sign-up for Principals,
    Deputy Principals and Schools
  • Targets for Schools 25 851, Principals and
    Deputy Principals 40 747
  • The targets were initially planned and approved
    in the 2012/13 APP with an understanding that the
    CPTD system implementation would start at the
    beginning of the 2012/13 financial year.
  • The implementation of the CPTD Management system
    did not take place as planned due to other
    systems and processes (as per the CPTD Status
    Report A report based on the pilot July 2012)
    that needed to be reviewed and updated first
    before full roll out takes place.
  • Subsequently, the CPTD implementation plan was
    approved by Council in November 2012. This meant
    that the activities in the implementation plan
    (for example, the principals/deputy principals
    and schools sign-ups) could only start at the
    beginning of 2013 (which is also the last quarter
    of the 2012/13 financial year).
  • Therefore the first three quarters of the 2012/13
    financial year were spent on planning and
    preparations for the phased-in implementation
    process.

12
CPTD Orientation and School Sign-Up
  • Establishment and Capacity Building of a National
    Orientation and Sign-up Team
  • The team has been established and capacitated to
    assist SACE and the 9 PEDs in implementing the
    CPTD system in provinces and more specifically in
    Orientating and Signing-up Principals and Deputy
    Principals.
  • The team consists of SACE, DBE, 9 PEDs, national
    teacher unions, National Independent School
    Association (NAISA), and South African Principals
    Association (SAPA).

13
CPTD Orientation and School Sign-Up
  • Engagements with Stakeholders and the Provincial
    Heads of Departments / SGs
  • 28 CPTD engagement sessions (meetings/information
    sharing sessions/workshops) held with all the
    national and provincial and national stakeholders
    (teacher unions, SAPA, NAISA, SGBs)
  • Visits to the SGs / Heads of Departments in the 3
    provinces (Western cape, Northwest, and Gauteng)
    to also share the CPTD implementation plan,
    clarify roles and responsibilities, and identify
    areas of collaboration for
  • Purpose of the Engagement sessions
  • sharing the CPTD implementation plan
  • Buy-in
  • identifying areas of collaboration and support
    and
  • Clarify roles and responsibilities

14
CPTD Orientation and School Sign-Up
  • CPTD Orientation and Sign-Up Sessions
  • Phased-in implementation is done according to the
    three cohorts Principals and Deputies (2014),
    HODs (2015) and PL1 Teachers (2016)
  • All the cohorts must be orientated and sign-up
    for the CPTD System a year before their three
    year CPTD cycle starts (e.g. Principals and
    Deputy Principals orientation and sign-up takes
    place in 2013 and their three year CPTD cycle
    starts in January 2014)

15
CPTD Orientation and School Sign-Up Achievements
  • The 10 Principals and Deputy Principal CPTD
    orientation sessions held focused on
  • An overview of the CPTD System
  • Professional Development Portfolio Guidelines and
    Templates
  • Signing-up and how to use the CPTD self-service
    portal
  • Administering the Principals and Deputy Principal
    needs identification questionnaire

16
CPTD Orientation and School Sign-Up
  • All the cohorts sign-up for the CPTD System
    manually (by filling-in a form) or electronically
    through the CPTD self-service web portal
    available on the SACE website (www.sace.org.za)
    or mobisite on their cell phones
    (www.sace.cptd.gov.za)
  • There are two sign-ups
  • Individual Profile (principals and deputies)
  • School Profile
  • CPTD Self-Service Portal Demo time permitting
    and subject to approval by the PC chairperson

17
CPTD Orientation and School Sign-Up Achievements
  • Purpose of Signing-Up for the CPTD System
  • Create a clean and updated database of educators
    and schools with relevant information / fields /
    variables for teacher education and development
    purposes (link ups with SA SAMS, EMIS, SACE
    Registration)
  • Create individual CPTD Accounts / Records of
    principals and deputy principals/schools
    participation in the CPTD System and professional
    development uptake
  • Provide individual educators and schools with
    login details through an sms (username and
    password) so that they can utilise the CPTD
    self-service portal to
  • Update their personal details
  • Upload and track the professional development
    activities / programmes they participated in
    (including the PD Points earned)
  • Access database of the SACE Approved Providers
    and SACE Endorsed PD activities / programmes
  • Work on the online professional development
    portfolio
  • Log and track a query /report and track a problem
    .

18
CPTD Orientation and School Sign-Up Achievements
  • Actual Sign-Ups (January March 2013)
  • 545 principals and deputy principals and 29
    Schools signed-up for the CPTD Management system.
  • The CPTD orientation and sign-up sessions planned
    jointly with Northwest, Free State, and
    Mpumalanga Provincial Education Departments, for
    the last quarter of the financial, were postponed
    due to teacher union disengagement with DBE,
    PEDs, and SACE.
  • This had a direct bearing on the number of
    principals and deputy principals participating in
    the CPTD Orientation Sessions and Signing-Up.

19
Evaluated and Endorsed Professional Development
Activities
  • 80 Professional development activities were
    endorsed. The majority of theses
    activities/programmes come from the private
    providers and few from HEIs
  • A catalogue of 260 SACE endorsed professional
    development and 60 approved providers has been
    developed and is available on the SACE website.
  • In addition, an advert has been placed at the end
    of January 2013 to invite more providers to apply
    for provider approval and PD activity
    endorsement. The advert focused more on providers
    and activities dealing with SMT/ Management and
    Leadership related activities / programmes in
    preparation for the CPTD phased in implementation
    from January 2014.
  • From the advert, 33 providers applied for
    provider approval. 62 applications were received
    for activity/programme endorsement.
  • Out of the 69 PD activities / programmes
    received, 51 were evaluated in March 2013. The
    evaluated activities were forwarded to the
    Endorsement Committee for endorsement in April
    2013.

20
Policy and Research
  • Analysis of the Principals and Deputy Principals
    Professional Development Needs
  • Determining the specific professional development
    needs of Principals and Deputy Principals for
    purposes of informing the PD activities /
    programmes developed and offered by the provider
    community (demand-based system rather than
    supply-based).
  • An instrument in the form of a questionnaire was
    developed and 400 questionnaires have already
    been administered in the CPTD Orientation and
    sign-up sessions and various educational
    gatherings.

21
Policy and Research
  • An initial analysis indicates the following as
    the most important needs identified (the top five
    included the following)
  • Financial Management
  • Computer Literacy
  • Providing Leadership, Mentoring, Support and
    Development to Staff
  • Managing Quality of Teaching and Learning
  • Training on Changes in Legislation/Policies.

22
Policy and Research
  • National survey on internal teacher migration in
    line with the revised questionnaire
  • CPTD System Implementation Planning approved by
    EXCO and Council in November 2012
  • Provider Capacity Research Programme -  a joint
    collaboration between SACE and the Flemish
    Governments VVOB. The research has been
    conceptualised and approved by Council as well.
    Data collection will start in the new financial
    year.
  • Produced the CPTD Status Report A report based
    on the pilot study (June 2012)
  • Researched and Developed the Professional
    Development Portfolio Guidelines and Templates
    for Principals and Deputy Principals in support
    of the CPTD system. Portfolio available online
    through the CPTD self-service portal as well.

23
Policy and Research
  • Analysis of Providers and Professional
    Development activities submitted to SACE for
    Approval and Endorsement Purposes
  • To identify existing gaps with regards to areas
    of specialisation, location of providers and the
    provider sector (e.g. government departments,
    Higher Education Institutions, Private Providers
    etc).
  • In addition, the analysis looked at amount of
    management and leadership related programmes
    available in the database in preparation for the
    CPTD implementation 1st cohort.
  • Preliminary findings indicate that
  • The majority of providers are private providers,
    followed by the Higher Education Institutions and
    the rest.
  • Furthermore, the majority of providers received
    are concentrated in Gauteng, Western Cape, and
    Kwazulu-Natal.
  • The PD activities covered different areas of
    specialisation.
  • There were limited programmes on special
    education needs programmes.
  • This pattern might change as more provider and
    activity applications are received.

24
Policy and Research
  • The following policy and research publications
    were disseminated to the stakeholders and are
    available on the SACE website as well
  • Report on Disciplinary Cases Referred to the
    South African Council for Educators in 2008 and
    2009 and their Policy Implications in the Context
    of International Professional Practice (June
    2012)
  • The CPTD Status report a report based on the
    pilot (July 2012)
  • World Teachers Month Publication A special
    tribute to teachers (October 2012)
  • Research Report Profile and Development needs of
    lecturers and organisational approaches towards
    professional development in Free State FET
    Colleges. Report produced by the VVOB (Education
    for Development, Free State University and SACE
    (October 2012)
  • Catalogue of Approved Providers and Endorsed
    Professional Development Activities / Programmes
    (February 2013)
  • The CPTD Implementation Plan (October 2012).

25
FINANCIAL REPORT
  • 2013

26
STATEMENT OF FINANCIAL POSITION
27
STATEMENT OF FINANCIAL POSITION(CONT..)
28
Notes
  • Total assets increased by 34
  • Cash equivalents increased by 65( building
    reserve fund)
  • An offer for 10.5 m was in force for the sale of
    the property in Visagie street, Pretoria
  • Included in current liabilities is 7.7mil
    deferred
  • Unspent government subsidy
  • Financial position of council is positive.

29
STATEMENT OF CHANGES IN EQUITY
30
Notes
  • Total equity increased by 26 to 59.2mil
  • Building reserve fund growth is 83( approved
    surplus from previous year and planned current
    year transfers).

31
STATEMENT OF CASH FLOWS
32
Notes
  • Net cash from operations increased by 32
  • There was a decrease in cash paid to suppliers
  • Additions to plant and equipment is 2.3mil which
    represent 278 increase(office relocation and
    work stations for additional personnel)
  • Total cash at year end is 49.5mil (65 increase).

33
  • THANK YOU
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