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Page 1: SOUTH AFRICAN COUNCIL FOR EDUCATORS 3pmg-assets.s3-website-eu-west-1.amazonaws.com/SACE...The South African Council for Educators (SACE) has just completed three years of its four-
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3SOUTH AFRICAN COUNCIL FOR EDUCATORS

SOUTH AFRICAN COUNCIL FOR EDUCATORS

ANNUAL REPORT

2015/2016 FINANCIAL YEAR

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4 ANNUAL REPORT | 2015/2016

CONTENTS

PART A: GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1. PUBLIC ENTITY’S GENERAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2. LIST OF ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

3. FOREWORD BY THE CHAIRPERSON . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4. CHIEF EXECUTIVE OFFICER’S OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

5. APPENDIX TO CEO OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

6. STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT . . . . . 17

7. STRATEGIC OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

7.1. Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

7.2. Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

7.3. Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8. LEGISLATIVE AND OTHER MANDATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

9. ORGANISATIONAL STRUCTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

PART B: PERFORMANCE INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

1. AUDITOR’S REPORT: PREDETERMINED OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2. SITUATIONAL ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.1. Service Delivery Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.2. Organisationalenvironment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.3. Keypolicydevelopmentsandlegislativechanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2.4. Strategic Outcome Oriented Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3. PERFORMANCE INFORMATION BY PROGRAMMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3.1. REGISTRATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3.2. PROFESSIONAL ETHICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

3.3. PROFESSIONAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3.4. POLICY AND RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

PART C: GOVERNANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

2. PORTFOLIO COMMITTEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

3. EXECUTIVE AUTHORITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

4. THE ACCOUNTING AUTHORITY / BOARD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

5. RISK MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

6. INTERNAL CONTROL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

7. INTERNAL AUDIT AND AUDIT COMMITTEE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

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8. COMPLIANCE WITH LAWS AND REGULATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

9. FRAUD AND CORRUPTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

10. MINIMISING CONFLICT OF INTEREST . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

11. CODE OF CONDUCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

12. HEALTH SAFETY AND ENVIRONMENTAL ISSUES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

13. AUDIT COMMITTEE REPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

PART D: HUMAN RESOURCE MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . 79

1. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

2. HUMAN RESOURCE OVERSIGHT STATISTICS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

PART E: FINANCIAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

1. REPORT OF THE EXTERNAL AUDITOR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

2. ANNUAL FINANCIAL STATEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

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6 ANNUAL REPORT | 2015/2016

MS VERONICA HOFMEESTER

CHAIRPERSON

MR REJ BRIJRAJ

CHIEF EXECUTIVE OFFICER

MS MATSELISO DIPHOLO

CHIEF OPERATIONS OFFICER

MS ELLA MOKGALANE

SENIOR MANAGER: PROFESSIONAL DEVELOPMENT,

POLICY AND RESEARCH

MR MORRIS MAPINDANI

CHIEF FINANCIAL OFFICER

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7SOUTH AFRICAN COUNCIL FOR EDUCATORS

PART A: GENERAL INFORMATION

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1 . PUBLIC ENTITY’S GENERAL INFORMATION

REGISTERED NAME: SouthAfricanCouncilforEducators

REGISTRATION NUMBER: Act31of2000

PHYSICAL ADDRESS: CrosswayOfficePark,Block1 240LenchenAvenue Centurion 0046

POSTAL ADDRESS: Private Bag x 127 Centurion 0046

TELEPHONE NUMBER/S: 012 663 9517

FAX NUMBER: 012 663 9238

EMAIL ADDRESS: [email protected] / [email protected]

WEBSITE ADDRESS: www.sace.org.za

EXTERNAL AUDITORS: Nexia SAB&T 119Witch-HazelAvenue,

HighveldTechnopark,Centurion,0157

BANKERS: NedbankLimited

COMPANY/ BOARD SECRETARY Mr R. Brijraj

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2 . LIST OF ACRONYMS

ACSI AssociationofChristianSchoolsInternational

AET AdultEducationandTraining

AFTRA AfricanForumofTeachingRegulatoryAuthorities

AU AfricanUnion

BEd BachelorofEducation

CAPS Curriculum and Assessment Policy Statement

CEPD CentreforEducationPolicyDevelopment

CHE CouncilonHigherEducation

CPTD ContinuingProfessionalTeacherDevelopment

CSVR CentrefortheStudyofViolenceandReconciliation

CUT,FS CentralUniversityofTechnology,FreeState

DBE DepartmentofBasicEducation

ECD EarlyChildhoodDevelopment

EI EducationInternational

ELRC EducationLabourRelationsCouncil

ETDP-SETA EducationandTrainingDevelopmentPracticesSectorEducation&TrainingAuthority

FET FurtherEducationandTraining

GCIS GovernmentCommunicationandinformationSystems

HEDCOM HeadsofEducationDepartmentsCommittee

HIV HumanImmunodeficiencyVirus

HOD HeadofDepartment

HPCSA HealthProfessionsCouncilofSouthAfrica

HSRC HumanSciencesResearchCouncil

IFTRA InternationalForumofTeachingRegulatoryAuthorities

JPTD JuniorPrimaryTeachersDiploma

NAISA NationalAllianceofIndependentSchoolsAssociation

NAPTOSA NationalProfessionalTeachersOrganizationofSouthAfrica

NASGB NationalAssociationofSchoolGoverningBodies

NATU NationalTeachersUnion

NPFTED NationalPolicyFrameworkonTeachersEducationandDevelopment

NWU North-WestUniversity

PEDs ProvincialEducationDepartments

PEU ProfessionalEducatorsUnion

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PFMA Public Finance Management Act

PGCE PostgraduateCertificateinEducation

PTC PrimaryTeachersCertificate

PTD PrimaryTeachersDiploma

SACE SouthAfricanCouncilforEducators

SADC SouthernAfricaDevelopmentCommunity

SADTU SouthAfricanDemocraticTeachersUnion

SAOU Suid-AfrikaanseOnderwysunie

SAPA SouthAfricanPrincipals’Association

SAQA SouthAfricanQualificationsAuthority

SNAT SwazilandNationalAssociationofTeachers

STD SecondaryTeachersDiploma

TB Tuberculosis

TUT TshwaneUniversityofTechnology

UKZN UniversityofKwaZulu-Natal

VVOB The)FlemishAssociationforDevelopmentCooperation&TeacherAssistance

WTD WorldTeachers’Day

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11SOUTH AFRICAN COUNCIL FOR EDUCATORS

3 . FOREWORD BY THE CHAIRPERSON

The South African Council for Educators (SACE) has just completedthreeyearsof its four-year termofofficewhichexpireson31 July2017. The period under review, the 2015/16 fiscal year, has beensignificantformanyreasons.

UnderthesupervisionofCouncil,SACEsatisfactorilydeliveredonallofitsmandates.Itwillbeobservedthatsomesignificantoutputdeviationsfrom targetswere realised. It is still difficult to scientificallypredictprospective registrations, professional development specifics andCodeviolationcomplaints.Thefluidityoftheeducationalenvironmentand the complexity of factors impacting on this terrain, account forthedeviations.ResourcewithinCouncilconstraintsfurthercomplicatepredicted outputs.

The accompanying narratives will give clarity.SACE has at long lastestablisheditspresenceasakeyeducationalentity.

SACE leadstheAfricaFederationofTeacherRegulatoryAuthorities(AFTRA),whichnowhas20membersand15associatemembers.TheCEOofSACEisthePresidentofAFTRA.SACEneedstobecommendedontakingtheinitiativeinspreadingprofessionalisminAfrica.SACEisalsoafoundingmemberoftheInternationalForumofTeacherRegulatoryAuthorities(IFTRA)whichmeetstri-annually.

CouncilandtheSACEstaff,undertheleadershipoftheCEOhavedonegoodworkincarryingforwardthelegalandadditionalmandatesofSACE.Thetimehasnowcomeforreflection,enhancementandharddecisions.

ThesecondareaforconsiderationistheenhancementofSACE.SACECouncilmustconcludeandpronounceonissuesofitsautonomyandindependancebeforeitconcludesitstermofoffice.TheMinisterialTaskTeam(MTT)ReportofMay2016on“sellingofposts”allegesthatSACEispartialtoanddominatedbyoneunionwhichisaffiliatedtoonepoliticalparty.ItsstrongrecommendationisthatSACEneedstobe“re-conceptualised”.Thisgauntletmustbetakenupandgiventheseriousattentionitdeserves.Inmyview,thiscouldconstitutethemainbusinessofCouncilthisyear.

Mostimportantly,SACEmusttakecontrolofteacherprofessionalismissuesandholisticeducation.SACEmustclaimtherightstoqualityassureInitialTeacherEducation(ITE)programmes,overseeandgrantdifferentlevelsandcategoriesofregistrationandsetstandardsthatareadheredto.SACEmusthavearoletoplayinteacherpromotion.Theprofessionaldevelopmentofteachersmustleadto:

- improved learner output;

- totaldevelopmentoflearners,includingartsandsportsskills;

- promotionofvaluesandattitudesconsistentwiththeSouthAfricanConstitution;and

- inculcationofpatriotismtoSouthAfricaandAfrica.

MS VERONICA HOFMEESTER

CHAIRPERSON

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12 ANNUAL REPORT | 2015/2016

For,afterall,developingteacherprofessionalismiskeytonationbuilding.

IthereforeurgeCounciltogivethemattersraisedabovetheattentionandresourcesrequired.

MyspecialthanksgotoCouncilandCommitteemembers,stakeholdersandSACEstaffforthegoodworkdone.

Ms.VeronicaHofmeesterSACEChairperson31March2016

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4 . CHIEF EXECUTIVE OFFICER’S OVERVIEW

Background

TheSouthAfricanCouncilforEducators(SACE)turns20thisyear.Itwasconceivedin1994byconsensusofeducationalstakeholders,launchedin1995,bythethenMinisterofEducation,ProfessorBhenguandbeganitsconstruction in1996under theauspicesof theEducationLabourRelationsCouncil (ELRC). SACEwas resourcedby theDepartmentofEducation(DBE)andtheELRCinitsearlyyears.

TheSACEAct(No31of2000)grantedtheCouncilitsstatutorystatusto implement itsmandatesofcompulsoryregistration,promotionofprofessionaldevelopmentandimplementationoftheCodeofEthics.

The Basic Laws Amendment Act (BELA – No15 of 2011) furtherempowered SACE to manage the Continuing Professional Teacher

Development(CPTD)system.

SACE has come a long way. Today SACE has about 100 staff members and approximately 100 professionalvolunteersassistingSACEwithspecificfunctions.Ithasitsownfour-storeybuildinginCenturion,PretoriaandrentsprovincialofficesinDurbanandBloemfontein.

Achievements

Thefollowingachievementshavebeenattainedduringthefinancialyearunderreview:

• Mostteachersareregisteredandarepractisinglawfully.

• Over90%ofseniorstaffatschoolshavesigned-onintotheCPTDsystem.

• TeacherslargelyabidebytheSACECodeofEthics.ThenumberofCodeofEthicsviolationshavestabilised.

• SACE’sResearchDepartmentnowproducesresearchtoinformthedevelopmentofSACEspecificallyandteacherprofessionalismgenerally.

• The Advocacy effort has ensured that SACE has more visibility in the country, in Africa and on theinternationalstage.

• TheDepartmentofBasicEducation(DBE)FundsSACEtothetuneofR9millionperannum,whileteacherspayalevyofR10.00eachpermonth.Theseinthemain,contributeapproximatelyR60millionintotherevenuebaseofSACE.

• Thetwoprovincialofficesarenowfullyoperational,offeringservicesclosertoeducators.SACEhasdoneprogressivelywellinits20yearsofexistenceanditsperformancefortheyearunderreviewisreflectedintheforegoingpages.

Challenges

Anumberofchallengeswereexperiencedduringtheyearofreportingandtheyincludethefollowing:

• Pocketsof educators in parts of the country remainunregistered. SACE isworkingwith employers toensureallpractisingeducatorsareregistered.

MR REJ BRIJRAJ

CHIEF EXECUTIVE OFFICER

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• SACE’svettingandverificationprocessesrequire furthersophistication.Currently,newregistrationsarevettedandnewqualificationsverified.SACE is refiningamethodology,workingwith theSouthAfricanQualifications Authority (SAQA), the universities, Departments of Social Development and Justice, todouble-checkthestandingandqualificationsofallpractisingeducators.Thisisamammothundertaking.PresentlySACEworkscloselywiththeDepartmentBasicEducation(DBE)tocheckcohortsofteachersandwillimmediatelyre-screeneducatorsifthereisdoubtabouttheirqualificationsorstanding.SACEconducts“fittoteach”hearingsandreportscriminalitytotheSouthAfricanPoliceService(SAPS).

• Whilethesign-onprocessforCPTDisprogressingverysatisfactorily,thereportedpercentageofuptakeofCPTDprogrammesandactivitiesisverylow.TheDepartmentshaveagreedtoensurethatallprogrammesandactivitiesofferedareendorsedbySACEanduptakereported.Anall-outadvocacycampaignneedstobedevisedandrolledout.Thesystemneedstofocusonprofessionaldevelopmentneeds.

• ThenumberofCodeViolationshavestabilised.However,thereisroomformuchmoreadvocacy,toandenlightenmentof,ourschoolcommunitiesregardingprofessionalethics.DepartmentsandSACEstillneedtoenhancecasemanagementcollaboration.TheCouncilisstilllaggingbehindintrainingandre-trainingofpanellists,prosecutors, investigatorsandpresidingofficers.Thepracticeofhavingonlyonepresidingofficer(insteadofapresidingpanelandoneinvestigator insteadofaninvestigatingteam),needstoberevisited.

• SACE’s ResearchDepartment needs to be radically enlarged if it is to produce the volumeof researchrequiredfortheprofession.

• ThebudgetforSACE’sAdvocacyandOutreachisinadequate.SACE’scommitmenttospreadprofessionalismthroughoutthecountry,continentandinternationallyrequiresmorefunding.TheTeacherAppreciationandSupportProgramme,whichisco-managedbySACEandDBE,needsaspecialisedbudget.

• SACEhasfallenbackonitspromisetoopenmoreprovincialoffices.Hopefullythefeasibilitystudyunderway gives impetustothisprocess.

Conclusion

SACEhasestablisheditselfas“theconscienceoftheteachingprofession.”Ithascomeofageandisnowpoisedto“takechargeoftheteachingprofession.”ItisacallthatSACEmustrespondto.Councilnowfacestheonerouschallengeofscrutinisingitsrevenuestreamsoastoaddressthechallengesoutlinedabove.

Appreciation

MysincereappreciationgoestotheChairperson,ExecutiveandCouncilaswellasCommitteesfortheirwisdom,guidanceandsupport.Heartfeltgratitudetoseniormanagersandloyalstafffortakingforwardthissacredtask.

Mr. Rej BrijrajChiefExecutiveOfficerSACE 31March2016

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5 . APPENDIX TO CEO OVERVIEW

SACE Public Relations Engagement – 2015/16

5 .1 . Stakeholderder Interactions

International Stakeholders

AFTRAExecutiveBoardandRoundTable

The Africa Forum for Teaching Regulatory Authorities (AFTRA) hosted a successful Roundtable including theTeachingandLearningconferenceinNamibia.Aspartofreviewingthelastconferenceandstartingwiththeinitialplanningforthe2016academicyear,thefollowingmeetingswereundertaken:

• ZambianCouncildelegationvisitedSACEonstudytour:12-14October2015;

• AFTRAExecutiveboardmeetingheldinZambia:23-27November2015;

• AFTRAExecutiveboardmeetingheldinZambia:15-19February2016.

National Stakeholders

InourendeavourtoreachouttotheprofessionSACEmanagedtointeractwiththefollowingstakeholders:

Stakeholder Target Audience Date

SADTU KwaZulu-Natal Branch Conference 30 April 2015

Department of Education – KwaZulu-Natal Provincial Conference 24 - 25 April 2015

University of Free State 4th year B.Ed. students 13 May 2015

University of Venda 4th year B.Ed. students 22 May 2015

SADTU Eastern Cape Provincial Conference 28 - 30 June 2015

SADTU Eastern Gauteng Branch Conference 8 - 10 July 2015

NATU - KwaZulu-Natal Provincial Conference 22 July 2015

NATU - Kokstad Provincial Conference 28 July 2015

NATU - North-West Provincial Conference 4 August 2015

NAPTOSA Northern Cape Provincial Conference 31 July 2015

NAPTOSA Mpumalanga Provincial Conference 14 August 2015

NAPTOSA Limpopo Provincial Conference 15 August 2015

SADTU Mpumalanga, South Region Highveld Regional Conference 14 – 15 August 2015

PEU Gauteng Provincial Conference 14 – 15 August 2015

KwaZulu-Natal Provincial Stakeholders Briefing on SACE provincial offices 10 September 2015

University of Limpopo 4th year B.Ed. students 11 September 2015

PEU Limpopo Provincial conference 18 September 2015

National stakeholders – SACE offices Quarterly meeting 21 September 2015

NWU – Mafikeng Campus 4th year B.Ed. students 23 September 2015

Free State Provincial stakeholder Briefing on SACE provincial offices 28 September 2015

Durban University of Technology 4th year B.Ed. students 2 October 2015

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SACE 1st Annual fun walk

SACE,throughtheCommunicationdivision,hostedits1stFunWalkonSaturday,19September2015.TheFunWalkwasaimedatencouraginghealthylifestylesamongsteducators.ThefunwalktookplaceinCenturionwiththeSACEteamsvisitingschoolsaroundTshwaneasabuild-uptotheactualevent.

InordertoassistSACEtocarryoutthisinitiative,werealisedthatgettingsponsors/partnerstocomeonboardwouldbebeneficialnotonlyfortheorganisationbutalsoforeducators.Theoverarchingaimoforganisingmoresimilarprogrammesisthatitwouldmakeapositiveimpactinthelivesofeducators.OurfundraisingeffortsbeganasearlyasApril2015.Sponsorshiprequest lettersweresenttothefollowingcompanies: Innermation-KiaonTour,OldMutual,Metropolitan,GEMS,FinancialServicesBoard,NCRandSACEserviceproviders.

Wereceivedpositiveresponsesfromthefollowingcompanies:

• Innermation-KiaonTour-whichwasourmainsponsor–contributedwithforcatering,PublicAddresssystem,stageandentertainmentfortheday

• Old Mutual:t–shirtsandwaterbottles

• UNISA: string bags

• Mathew Goniwe:fruits

• Double Optionbannersandmarshalclothing

Consideringthatthiswasourfirstfunwalk,wewereexpectingnotmorethan1000participants.Atotalof698pre-participationformswerereceivedbytheofficeand830educatorsparticipated.

5 .2 . Publications Development

Fortheperiodunderreview,theCommunicationSectionhasproducedseveralpublicationswhichhavebeenusedtopromoteSACE.Thepublicationsincluded:

• 20000InformationPacks

• 30000GeneralBrochures

• 38000Newsletters

• 500 Annual Reports

5 .3 . Media Liaison

Duringtheperiodunderreview,SACEconvenedthreemediabriefings.ThebriefingswereaimedatupdatingthestakeholdersandthemediaaboutSACEprogress.Morethan15journalistsfromdifferentmediahousesattendedtheSACEbriefings.EventhoughthebriefingswereonthethreemandatesofSACE,thecoveragethereofwasmoreonblacklistingofteacherswhoviolatedtheSACECodeofProfessionalEthics.InterviewswerefacilitatedwiththefollowingradioandTVstations:

• Power FM• Energy FM• Metro FM • Motsweding FM• Lesedi FM• Kaya FM

• Ligwalagwala FM• UmhloboWeneneFM• UkhoziFM• Radio 2000• East Coast Radio

• SekhukhuneCommunityRadio• IkwekweziFM• ANN7• ENCA• SABC TV

Inaddition,15mediaenquiriesfromdifferentnewspaperswerereceivedandrespondedto.

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17SOUTH AFRICAN COUNCIL FOR EDUCATORS

6 . STATEMENT OF RESPONSIBILITY AND CONFIRMATION OF ACCURACY FOR THE ANNUAL REPORT

Tothebestofmyknowledgeandbelief,Iconfirmthefollowing:

AllinformationandamountsdisclosedintheannualreportareconsistentwiththeannualfinancialstatementsauditedbytheExternalAuditor.

Theannualreportiscomplete,accurateandisfreefromanyomissions.

TheannualreporthasbeenpreparedinaccordancewiththeguidelinesontheannualreportasissuedbyNationalTreasury.

The Annual Financial Statements (Part E) have been prepared in accordance with the generally AcceptedAccountingPrinciplesapplicabletothepublicentity.

The accounting authority is responsible for the preparation of the annual financial statements and for thejudgementsmadeinthisinformation.

Theaccountingauthorityisresponsibleforestablishing,andimplementingasystemofinternalcontrolhasbeendesignedtoprovidereasonableassuranceastotheintegrityandreliabilityoftheperformanceinformation,thehumanresourcesinformationandtheannualfinancialstatements.

Theexternalauditorsareengagedtoexpressanindependentopinionontheannualfinancialstatements.

Inouropinion,theannualreportfairlyreflectstheoperations,theperformanceinformation,thehumanresourcesinformationandthefinancialaffairsofthepublicentityforthefinancialyearended31March2016.

Yoursfaithfully

___________________ ___________________

Mr.RejBrijraj Ms.VeronicaHofmeester

ChiefExecutiveOfficer ChairpersonoftheCouncil

Date:31March2016 Date:31March2016

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18 ANNUAL REPORT | 2015/2016

7 . STRATEGIC OVERVIEW

7 .1 . Vision

OurvisionistopromoteprofessionalismamongstalleducatorsinSouthAfrica,byensuringthatourservicesareeasilyaccessible,continuouslyempoweringthroughdevelopment,ensuringcommitmenttotheprofessionandadherencetotheethosofeducationasenshrinedintheSouthAfricanconstitution.

7 .2 . Mission

SACE shall strive to ensure that the education system is enriched, by providing properly registered andprofessionallydevelopededucatorsthatwoulddisplayprofessionalism.

7 .3 . Values

Core Values/Principles of the South African Council for Educators

Service-oriented Ensure that the teaching profession in general and educators in particular are serviced satisfactorily at all times. Servicing educators is priority number one for all SACE employees.

Quality Provide quality and excellent service to educators and the profession as a whole.

Openness and transparency

All SACE matters should be treated with honesty and sincerity. SACE will strive to engage and consult with its stakeholders on various matters regularly.

Professionalism Display high level of professionalism at all times.

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19SOUTH AFRICAN COUNCIL FOR EDUCATORS

8 . LEGISLATIVE AND OTHER MANDATES

Legislative mandates

The South African Council for Educators Act (Act No 31 of 2000) is formulated:

ToprovideforthecontinuedexistenceoftheSouthAfricanCouncil forEducators,toprovideforcompositionof Council; to provide for the functions of the said Council; to register educators; to promote professionaldevelopmentandtoenforcecompliancewiththeCodeofProfessionalEthics,andtherulesandtheregulationsforincidentalmattersthereto.

The Basic Education Laws Amendment Act (BELA) (Act No 15 of 2011): is formulated:

§ ToprovideforthemanagementofContinuingProfessionalTeacherDevelopment(CPTD)system;and

§ ToenableStatefundsasanadditionalrevenuesource.

The Employment of Educators Act (1998)

TheEmploymentofEducatorsAct1998Section15(2)directsthatifthenameofanEducatorisstruckofftheregisterofeducatorskeptbyTheSouthAfricanCouncilforEducators(SACE),theEducatorshall,notwithstandinganythingtothecontrarycontainedinthisAct,bedeemedtohaveresignedwitheffectfromthedayfollowingimmediatelyafterthedayonwhichtheEducator’snamewasstruckofftheregister.

Section26(2)directsthatineachcasewherestepsweretakenagainstanyeducatorunderSection24(2),otherthanthecautioningorreprimandingoftheEducator,theEmployershallfurnishtheSouthAfricanCouncilforEducatorswiththerecordoftheproceedingsattheinquiryandallotherdocumentsrelatingthereto.

Policy Mandates

§ Section5(b)oftheSACEActNo.31of2000asamendedbytheBELAAct15(2011)affirmsSACE’sfunctionsas:

– Promotingtheimageandstatusoftheteachingprofession;

– ManagingasystemforContinuingProfessionalDevelopmentforallteachersinschools;

– DevelopingProfessionalDevelopmentPolicy;

– Producingaprofessionaljournaland

– Playing an advisory role.

TheSouthAfricanCouncilforEducatorsisaccountabletotheDepartmentofBasicEducation(DBE)andfitsintosub-outputnumberoneofDBEDeliveryAgreementandActionPlan2014,whichspeaksto“improvingthequalityofteachingandlearning”throughtheimprovementofteachercapacityandpractices.

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9 . ORGANISATIONAL STRUCTURE

COUNCIL

EXCO

Chief Executive Officer

Chief Operation Officer Chief Financial OfficerSenior Manager:

Professional Development, Policy and Research

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21SOUTH AFRICAN COUNCIL FOR EDUCATORS

PART B: PERFORMANCE INFORMATION

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22 ANNUAL REPORT | 2015/2016

1 . AUDITOR’S REPORT: PREDETERMINED OBJECTIVES

InaccordancewiththePublicAuditActofSouthAfrica,2004(Actno.25of2004)(PAA)andthegeneralnoticeissued intermsthereof,wehavearesponsibility toreportfindingsonthereportedperformance informationagainst predetermined objectives for selected programmes presented in the annual performance report,compliancewithlegislationandinternalcontrol.Theobjectiveofourtestswastoidentifyreportablefindingsasdescribedundereachsubheadingbutnottogatherevidencetoexpressassuranceonthesematters.Accordingly,wedonotexpressandopinionorconclusiononthesematters.

Predetermined objectives

Weperformedprocedurestoobtainevidenceabouttheusefulnessandreliabilityofthereportedperformanceinformationforthefollowingselectedprogrammespresentedintheannualperformancereportoftheentityfortheyearended31March2016:

• Programme1:Registrationofeducatorsonpages25to27

• Programme2:Professionaldevelopmentofeducatorsonpages37to59

• Programme3:Professionalethicsonpages27to37

WeevaluatedtheusefulnessofthereportedperformanceinformationtodeterminewhetheritwaspresentedinaccordancewiththeNationalTreasury’sannualreportingprinciplesandwhetherthereportedperformancewasconsistentwiththeplannedprogrammes.Wefurtherperformedteststodeterminewhetherindicatorsandtargetswerewelldefined,verifiable,specific,measurable,timeboundandrelevant,asrequiredbytheNationalTreasury’sFrameworkformanagingprogrammeperformanceinformation(FMPPI).

Weassessedthereliabilityofthereportedperformanceinformationtodeterminewhetheritwasvalid,accurateand complete.

Wedidnotidentifyanymaterialfindingsontheusefulnessandreliabilityofthereportedperformanceinformationforthefollowingprogrammes:

• Programme1:Registrationofeducatorsonpages25to27

• Programme2:Professionaldevelopmentofeducatorsonpages37to59

• Programme3:Professionalethicsonpages27to37

Additional matter

Although we identified no material findings on the usefulness and reliability of the reported performanceinformationfortheselectedprogrammes,wedrawattentiontothefollowingmater:

Achievement of planned targets

Refertotheannualperformancereportonpages25to59forinformationontheachievementoftheplannedtargetsfortheyear.

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23SOUTH AFRICAN COUNCIL FOR EDUCATORS

Compliance with legislation

Weperformedprocedurestoobtainevidencethattheentityhadcompliedwithapplicablelegislationregardingfinancialmatters,financialmanagementandotherrelatedmatters.Ourmaterialfindingsoncompliancewithspecificmattersinkeyslegislation,assetoutinthegeneralnoticeissuedintermsofthePAA,areasfollows:

Procurement and contract management

Quotationswereawardedtobidderswhodidnotsubmitadeclarationonwhethertheyareemployedbythestateorconnectedtoanypersonemployedbythestate,whichisprescribedinordertocomplywithTreasuryregulation16A8.3.

Internal control

Weconsidered internal control relevant toour auditof thefinancial statements, annualperformance reportand compliancewith legislation. Thematters reported bellow are limited to the significant internal controldeficienciesthatresultedinouropinion,thefindingsontheannualperformancereportandthefindingsonthenon-compliancewithlegislationincludedinthisreport.

Financial and performance management

AlthoughmanagementimplementedcontrolstoensurecompliancewithTreasuryRegulations,certainmatterofnoncompliancewereidentified.

_______________________________

Nexia SAB&T

Per: P . Mkumbuzi

Director

Registered Auditor

31 March 2016

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24 ANNUAL REPORT | 2015/2016

2 . SITUATIONAL ANALYSIS

2 .1 . Service Delivery Environment

TeachersaretheprimebeneficiariesofSACEservices.Thesecondarybeneficiariesaremembersofthepublic,whowanttoseetheteachingprofessionservingthebestinterestsofthelearners.

TheteachingfraternityandthepublicatlargecontinuetowelcomeallSACEinterventionsandservices.Thereisademandformoreoutreach.Theteacherunions,Ministry,departmentsandothereducationalstakeholdersandentitieshavereceivedserviceandsupportedSACEwell,again.

SACEhasnotexperiencedanyhostilityfromanyquarter.SACEisconstrainedbyitsrevenuebaseandwillhavetoreviewitsfundingmodelifitistodeliverasperdemandandinaccordancewithitsmandate.However,thereismorepressureregardingSACE’svisibilityandimpact.ThereisgrowingopinionthatSACEmusttakechargeoftheprofession.

2 .2 . Organisational environment

SACEhasputinplacevariousstrategiestofast-tracktheturnaroundtimeoneducatormisconductcasesreceivedfromvariouscomplainants.Amorestreamlinedapproachtowardsresolutionofcomplaintsagainsteducatorsis being implemented, ensuring timeous closure, correction, rehabilitation and remedy, where appropriate.Communicationandoutreachhaveexpanded.

TheCouncil isnowforginggoodrelationsnationallyandinternationally. Ithassetapatternofdialogueswithnational stakeholder groupings, namely, teacher unions, Department of Basic Education, statutory organs,mediagroupingsandproviders.Ontheinternationalfront,CouncilChairedtheSteeringCommitteeforAfricanTeachingRegulatoryAuthorities(AFTRA).AnInternationalFederationofTeachingRegulatoryAuthorities(IFTRA)conference tookplace inNovember2014 inToronto.TheCouncil continues to forge relationshipswithotherSouthernAfricanstakeholderstoinfluencetheestablishmentofsimilarprofessionalcouncilsandhassucceededin Namibia and Botswana.

2 .3 . Key policy developments and legislative changes

During the year under review, no legislation or policy changewhichmight have had amajor change in theoperationofCouncil,hastakenplace.

2 .4 . Strategic Outcome Oriented Goals

SACElaggedbehindinfulfillingitsStrategicobjectivesintheAnnualPerformancePlantargetsinareas.Councildidnot completeprocessing a satisfactorynumberof cases as indicated in theCEO’soverview. This createdtheneed to carry forwarda substantialnumberof cases to thenextfinancial period. Thebudgetdifficultieshamperingtheprocessisbeingreviewed.

Council research initiativeswere inward looking. Council has agreed to re–prioritisemore relevant researchinformingthespecificstatusquoofteachersinschoolsinparticularandtheprofessiongenerally.Recommendationsregardingtheneedsoftheprofessionaretobeformulated,basedonananalysisofthecredentialsanddeploymentofallpracticingeducators.

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25SOUTH AFRICAN COUNCIL FOR EDUCATORS

3 . PERFORMANCE INFORMATION BY PROGRAMMES

3 .1 . REGISTRATION

PURPOSE

The purpose of the programme is to register educators who satisfy registration requirements compile andmaintainasub-registerofeducatorswhoareprovisionallyregisteredandmaintainandsustainthecredibilityoftheeducatordatabase.

STRATEGIC OBJECTIVES

A. To register all qualified educators

• Theregistrationmandatewasperformedwithvigourinthisfinancialyear.Qualifiededucatorswhoappliedandmetrequirementswereregisteredspeedily.

• Thedivisionsawahugeincreaseinthenumberofeducatorscomingtoregisterforthefirsttime.Whilsttheanticipatednumberwas20 000,theactualnumberthatcamewas35 262ofwhich7 262werefullyregistered and 550wereForeignNationals.

• Alargepercentageofthenewlyregisteredareregisteredprovisionally.Thisisduetothefactthattheydonotqualifyforfullregistration.

B. To update Registration status of educators.

• With regard to thoseeducators thatwere toupdate their registration status for thefinancial year,weanticipated30 000buthadtodealwith48 140educators,ofwhich12 283wereforeigneducatorsand19 679receivedtheirfullstatus.

• Atotalof3 287pre-accreditedmemberswereattendedtoand issuedwithreferencenumbersastheycouldnotberegisteredduetothefactthattheydidnotcomplywithminimumregistrationcriteria.SACEawaitsthoseapplicantstosendoutstandingdocumentssothattheycanbeaddedtotheregister.

Annual Target and Actual Achievements -2015-2016

Key performance indicator

Actual Achievement

2014/2015

Planned Target

2015/2016

Actual Achievement

2015/2016

Deviation form planned target to

actual achievement

2015/2016

Comment on deviations

Number of registered educators 29 483 20 000 35 262 15 262

Staff commitment and hard work coupled with educators seeking registration

Number of registration documents updated 39 296 30 000 48 140 18 140 More updates done as per educator

requests

Vetting and verification (new applicants) 50 000 64 243 14 243

Internally and Partially vetted and verified documents due to lack of resources.

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26 ANNUAL REPORT | 2015/2016

VettingandVerificationisanewmandateandwasintroducedonthe2ndquarter.However,properprocessestoconductthisnewmandatearenotyetinplace.Thefigurereportedaboveisaninternalprocesswhichisdonebyvisuallyinspectingthedocumentsandqualifications.Thisishowever,flawedandthereisaseriousneedforexternalprocessofvettingandverification.SACEisworkingonbringingonboarddepartmentsandinstitutionsthatwillassistinmakingthisnewmandateareality.

TOTAL DATA AS ON 03 MAY 2016 - 688 913

Full registration 552 263

Provisional 103 706 (included is 21 473 foreign nationals educators)

PAM 32 944

Total 688 913

OUTREACH PROGRAMMES 2015 - 2016

SACERegistrationhadembarkedonoutreachprogrammesinvariousplaces,wherevariousteacherunionswereholdingconferencesandworkshops.Registrationhadalsoembarkedonoutreachprogrammeswithuniversitiesto register 4th year student educators .

Belowisascheduleoftheoutreachprogrammes2015-2016

23 - 25 July 2015 Durban Hluhluwe and Tongaat 162 295 54 14 146 671

27 - 29 July 2015 Durban - Amanzimtoti and Pietermaritzburg 126 282 52 0 72 532

07-07 Aug 2015 Ermelo 8 0 2 0 0 10

21 - 22 August 2015 Western Cape 32 0 0 0 0 32

27 - 29 August 2015 East London 91 13 2 1 13 120

4 - 7 October 2015 Cape Town 39 316 84 8 228 675

TOTAL 458 906 194 23 459 2 040

Universities

14 May2015 University of Venda 459

1 June2015 University of Cape Town 162

5 June 2015 Durban Universtiy of Technology 227

21 July /2015 Durban University of Technology 149

22 July /2015 Univesity of Free State 334

17 September 2015 University of Limpopo 452

3 October 2015 Universtiy of Zululand 674

5 October 2015 North-West University 30

12 October 2015 University of KwaZulu-Natal 300

10 November 2015 University of Fort Hare 252

Total 3 039

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27SOUTH AFRICAN COUNCIL FOR EDUCATORS

FRAUDULENT QUALIFICATIONS

ThereisatendencyofpeoplebringingfraudulentqualificationsforSACEregistration.Theofficehasreceived20fraudulentqualificationsfor2015-2016period.ThosepeoplewereflaggedontheRegistrationsystemtoensurethattheydonotcomebackagain.Wheretheeducatorswereemployed,theschoolprincipalswerealertedoftheeducatorsconcerned.

SMS MESSAGE

The SMSmessage alerting thenewly registerededucators of their SACE registrationnumber is in operation.ThenewlyregisterededucatorsreceiveanSMSmessagewiththeirregistrationnumberimmediatelyaftertheapplicationformhasbeencapturedonthesystem.

Financial performance

2015/2016 2014/2015

Programme/activity/objective Budget Actual

Expenditure(Over)/Under Expenditure Budget Actual

Expenditure(Over)/Under Expenditure

R’000 R’000 R’000 R’000 R’000 R’000

Registration 1 500 659 841 1 500 394 1 106

Total 1 500 659 841 1 500 394 1 106

3 .2 . PROFESSIONAL ETHICS

PURPOSE

TheaimoftheprogrammeistoPromoteethicalconductamongeducatorsandstakeholdersthroughworkshops,seminars,Izimbizoandthedistributionofmaterialthatsetsthestandardofprofessionalconductandtorendersupporttoschools,educatorsandstakeholdersonethicalmatters.

STRATEGIC OBJECTIVES

Case management

Every complaint that the Council receives is investigated either telephonically, by written correspondenceorbyconductingaphysical investigationata school.Assoonasan investigation is completed,a reportwithrecommendationsisthenpresentedtotheEthicsCommitteeforitsconsiderationanddirectiononhowsuchacomplaintshouldbedealtwith.TheCommitteemayrecommendthataneducatorbecharged,thatacomplaintbereferredtoarelevantauthority,thatamatterbemediateduponorthatanadvisoryletterbeforwardedtoanallegedperpetrator.ShouldtheEthicsCommitteerecommendthatchargesbelevelledagainstaneducator,summonsesareissuedagainsttheeducatorandahearinggetsscheduledtotakeplace,atleastwithinathreemonthscycle.

MostofSACE’sdisciplinaryhearingstaketheformofpeeradjudication.Thismeansthatothereducatorsserveaspresidingofficersandpanelists,andpassjudgmentontheirfelloweducatorsaccusedofbreachingtheCodeofProfessionalEthics.Ourpanelmembersaretrainedonissuesoflaw,disciplinaryproceduresandvariousotherlegalprocessestoenablethemtoeffectivelycarryouttheseduties.SACEendeavorstoup-skillthemonanannualbasis.

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28 ANNUAL REPORT | 2015/2016

Atotalnumberof593complaintswerereceivedfortheyearascomparedto720thattheDivisionhadanticipatedto process for the year. Wehave, however, noted that the trends still remain the same. This year has notbeendifferentfromthepastfinancialyearasthereappearedtobeaslightincreaseinthenumberofcorporalpunishmentcases,sexualabuseofmaleandfemalelearners,bothinschoolandoutsideoftheschoolpremise,assaultofcolleagueswithintheschoolenvironment,submissionoffraudulentqualificationsandotherformsofunprofessionalconductbyeducators.ThismeansthatCouncilwillhavetodoubleitsadvocacyeffortstoaddressthesebreachestocurbfutureoccurrences.

Althougha lotofgoodworkwasdone inthepastfinancialyear,morecouldstillhavebeendonebutfortheconstraintswithinthedivision.Wherepossibleandwithpartieswilling,theDivisionhadtofindcreativewaysofengagingwithcomplainantsandallegedperpetratorsandtrytomediatedisputesamongthemwhilesomecaseswarrantedthatdisciplinarymeasuresbetaken.

TheSACEAct,No.31of2000,demandsthattheDivisionshouldreviewtheSACEcodeofprofessionalethicsforeducatorsonanannualbasis.Thiswasaccordinglydone.Italsorevieweditsdisciplinaryproceduresinanattempttocloseloopholesthatpreviouslyexistedandtoshortenthetimeframeallocatedtodealwithandfinalisecases.

Workshops on the SACE including the Code of Professional Ethics

As with the previous years, the Division has conducted several workshops for educators in an attempt toconscientisethemontherequirementsoftheSouthAfricanCouncilforEducatorsandtheCodeofProfessionalEthics.Itfurtherwentontoensurethattheeducatorsreceivedindividualcodesbydistributingthemthroughtheuseofthedistrictoffices,presentationtoeducatorsattheSACEofficeswhentheycometoregister,leavingcopiesatschoolswhenconductingphysicalinvestigationandatunionorDepartmentalgatheringswheninvitedtomakepresentations

Workshopswereconductedforfirst-yearstudentsattheNorth-WestUniversity,VanderbijlparkcampusontheCodeof Professional Ethicswith emphasis on sexual harassment. Final year andPGCE students at the sameUniversitywerealsoaddressed,focusingmoreontheCodeofProfessionalEthics.TheUniversityofKwaZulu-Natal, University of Zululand, Tshwane University of Technology and the Central University of Technology(BloemfonteinCampus)students,werealsoaddressedontheCodeofProfessionalEthics.

Theworkshopstobothin-serviceandpre-serviceeducatorsandweremostlyfocusedoncorporalpunishmentandsexualabuseofbothlearnersandcolleagues.Thesealsoservedtoalertpre-serviceeducatorsaboutprofessionalconduct generally.

Itwasevidentduringtheworkshopsthatmanyeducatorsarestillapplyingcorporalpunishmentandthereisaneedurgentprofessionaldevelopment.

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29SOUTH AFRICAN COUNCIL FOR EDUCATORS

PERF

ORM

ANCE

INFO

RMAT

ION

Prog

ram

me N

ame

ETHI

CS

Key P

erfo

rman

ce

indi

cato

rsAc

tual

Achi

evem

ent

2014

/2015

Plan

ned

Targ

et

2015

/2016

Actu

al Ac

hiev

emen

t 20

15/20

16De

viatio

n fro

m p

lanne

d ta

rget

to ac

tual

achi

evem

ent f

or 20

15/20

16Co

mm

ent o

n de

viatio

ns

Num

ber o

f con

clude

d ca

ses a

s mea

sure

d ag

ainst

the n

umbe

r of

case

s rec

eived

for t

he

year

Actua

l num

ber o

f cas

es

finali

sed:

647.

Expe

cted n

umbe

r of

case

s inc

luding

the

222 c

ases

car

ried o

ver

from

2014

: 922

.

Actua

l num

ber o

f cas

es

finali

sed i

nclud

ing th

ose

carri

ed ov

er fr

om 20

14:

550.

Whil

e it

was

expe

cted

that a

total

of 5

93

case

s wo

uld b

e fin

alise

d, a

total

numb

er o

f 55

0 cas

es w

ere fi

nalis

ed.

A tot

al of

43

case

s co

uld

not

be fi

nalis

ed a

nd w

ould

be c

arrie

d ov

er in

to the

nex

t fin

ancia

l yea

r.

Educ

ator

s and

St

akeh

olde

rs to

be w

ork

shop

ped

on th

e Cod

e of

Prof

essio

nal E

thics

Actua

l num

ber o

f edu

cator

s an

d stak

ehold

ers w

ork-

shop

ped o

n the

Cod

e of

Profe

ssion

al Et

hics:

5 747

.

Expe

cted n

umbe

r of

educ

ators

and

stake

holde

rs to

be

works

hopp

ed on

the

Code

of P

rofes

siona

l Et

hics:

15 00

0.

Actua

l num

ber o

f edu

cator

s an

d stak

ehold

ers

works

hopp

ed on

the c

ode o

f pr

ofess

ional

ethics

:

Phys

ical in

terac

tion:

5 351

.

Indivi

dual

Code

s dist

ribute

d to

educ

ators:

26 60

0.

Char

ts re

lating

to th

e Cod

es

distrib

uted:

1 300

.

Not e

noug

h edu

cator

s and

stak

e hold

ers c

ould

be w

orks

hopp

ed p

hysic

ally

as a

nticip

ated,

howe

ver,

many

ra

dio

pres

entat

ions

and

inter

views

we

re

cond

ucted

ac

ross

the

va

rious

radio

stat

ions

to co

ncer

tise

them

on

the C

ode.

A tot

al of

26 6

00 C

odes

of

Profe

ssion

al Et

hics

were

dist

ribute

d to

educ

ators

durin

g wo

rksho

ps t

hrou

ghou

t the

yea

r, vis

its t

o sc

hools

dur

ing i

nves

tigati

ons,

throu

gh t

he

use

of the

dist

rict

office

s, pr

esen

tation

to

educ

ators

at the

SAC

E offi

ces

when

they

co

me to

regis

ter, l

eavin

g co

pies

at sc

hools

wh

en c

ondu

cting

phy

sical

inves

tigati

on a

nd

at lab

our u

nions

or D

epar

tmen

tal g

ather

ings

when

invit

ed to

mak

e pre

senta

tions

.

A tot

al of

1 30

0 ch

arts

relat

ing to

the

Code

s of

Profe

ssion

al Et

hics

were

dist

ribute

d to

scho

ols d

uring

sch

ool

visits

, wo

rksho

ps,

throu

gh th

e us

e of

the d

istric

t offic

es a

nd

durin

g lab

our u

nions

gathe

rings

.

Owing

to

lack

of su

fficien

t pe

rsonn

el an

d bu

dgeta

ry co

nstra

ints,

not

enou

gh

works

hops

co

uld

not

be

cond

ucted

ph

ysica

lly

as

antic

ipated

an

d alt

erna

tive

mean

s had

to be

soug

ht.

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30 ANNUAL REPORT | 2015/2016

CASES RECEIVED FROM 1 APRIL 2015 TO 31 MARCH 2016

Totalnumberofcomplaintsreceivedfrom1April2015to31March2016 = 593

COMPLAINTS RECEIVED PER PROVINCE

KZN NC EC LP MP NW GP FS WC

300

200

150

100

80

40

20

0

89

5

29 25

48

14

70

27

286

Types of cases

300

200

150

100

80

40

20

0

Verb

al Ab

use,

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imisa

tion,

Hara

ssm

ent,

Defa

mat

ion

Sexu

al Mi

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duct

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ape

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d, T

heft,

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ncial

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ent

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m

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oral

Puni

shm

ent,

Assa

ult

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ofes

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l Co

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t, Use

of

impr

oper

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l Abu

se,

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ntee

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Insub

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ation

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igen

ce

Thre

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ll /

Murd

er

No. J

uris

8997

40

2

267

95

90

10

BREAKDOWN OF COMPLAINTS (CASES) RECEIVED PER PROVINCE AND TYPES PER PROVINCE1. KwaZulu-Natal = 89 NB

21

11

40

30

16

2 05

35

30

25

20

15

10

5

0

Verb

al Ab

use,

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ion

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al Mi

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ape

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d, T

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ncial

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ent

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m

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oral

Puni

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ent,

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l Co

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t, Us

e of

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l Abu

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ntee

ism,

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bord

inat

ion

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igen

ce

Murd

er

No. J

uris

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31SOUTH AFRICAN COUNCIL FOR EDUCATORS

2 . Northern Cape = 5

0

2

0 01

2

0 0 0

5

4

3

2

1

0

Verb

al Ab

use,

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imisa

tion,

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mat

ion

Sexu

al Mi

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ape

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m

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ion

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igen

ce

Murd

er

No. J

uris

3 . Eastern Cape = 29

7

6

1 0

8 7

0 0 0

10

8

6

4

2

0

Verb

al Ab

use,

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imisa

tion,

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mat

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ape

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m

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oral

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ntee

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inat

ion

Negl

igen

ce

Murd

er

No. J

uris

4 . Limpopo = 25

6 6

3

0

7

3

0 0 0

10

8

6

4

2

0

Verb

al Ab

use,

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imisa

tion,

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ssm

ent,

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mat

ion

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duct

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ape

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m

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ntee

ism,

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bord

inat

ion

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igen

ce

Murd

er

No. J

uris

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32 ANNUAL REPORT | 2015/2016

5 . Mpumalanga = 48

4

20

2 0

18

40 0 0

25

20

15

10

5

0

Verb

al Ab

use,

Vict

imisa

tion,

Hara

ssm

ent,

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mat

ion

Sexu

al Mi

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duct

/ R

ape

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ncial

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m

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oral

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ntee

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bord

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ion

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igen

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er

No. J

uris

6 . North-West = 14

43

10

5

10 0 0

5

4

3

2

1

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al Ab

use,

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imisa

tion,

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ent,

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ion

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al Mi

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ape

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ncial

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m

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ion

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igen

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er

No. J

uris

7 . Gauteng = 70

1613

2 1

19

10

2 0

7

25

20

15

10

5

0

Verb

al Ab

use,

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imisa

tion,

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ssm

ent,

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mat

ion

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al Mi

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ape

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ncial

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m

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ion

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igen

ce

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er

No. J

uris

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33SOUTH AFRICAN COUNCIL FOR EDUCATORS

8 . Free State = 27

4

9

0 0

8

4

1 0 1

10

8

6

4

2

0

Verb

al Ab

use,

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imisa

tion,

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ape

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m

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inat

ion

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igen

ce

Murd

er

No. J

uris

9 . Western Cape = 286

1523 26

0

171

45

5 0 1

300

200

150

100

80

40

20

0

Verb

al Ab

use,

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imisa

tion,

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ent,

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mat

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ape

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m

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oral

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ism,

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bord

inat

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igen

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Thre

aten

ing

to ki

ll /

Murd

er

No. J

uris

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34 ANNUAL REPORT | 2015/2016

TOTAL NUMBER OF ON-SITE INVESTIGATIONS CONDUCTED FROM 1 APRIL 2015 TO 31 MARCH 2016: 117

TOTAL NUMBER OF DISCIPLINARY HEARINGS AND MEDIATIONS FINALIZED FROM 1 APRIL 2015 TO 31 MARCH 2016: 77

Educatorsfoundguilty:70

Educatorsfoundnotguilty:2

Caseswithdrawnatthehearingormediatedatthehearing:5

BREAKDOWN OF SANCTIONS METED OUT TO EDUCATORS FOUND GUILTY

Educatorsstruckoffindefinitely:25

Educatorsstruckoffbutmayre-applyafteracertainperiod:5

Educatorsstruckoffbutstrikingoffsuspendedforacertainperiod,includingfines:40

CASES FINALISED IN OTHER FORMS, OTHER THAN DISCIPLINARY HEARINGS

(These are caseswhere educators havebeen reprimandedor given advice byCouncil insteadof disciplinarychargesbeinginstitutedagainstthem,thefilesarethenclosed).

Total number of advisory letters issued and sent to educators: 220

ThesearecaseswhereCouncilsoughtitfitthatadvisorylettersbeforwardedtotheaccusededucatorsinsteaddisciplinaryhearingsbeingconductedagainstthem

Total number of cases mediated upon: 29

MediationsareconductedwhereCouncilhasobservedthatrelationshipsbetweeneducatorshavebrokendownandriftshavetobehealed.

Total number of cases withdrawn before a hearing could be conducted: 38

ThesearecaseswhichhavemeritinthembutwerewithdrawnowingtolackofcooperationbyparentsorlegalguardiansorparentsrefusingSACEaccesstotheirchildren

BREAKDOWN OF CASES REFERRED TO OTHER INSTITUTIONS, FOR EXAMPLE, DBE, ELRC AND THE SAPS: 69

CasesreferredtotheELRCarelabourrelatedcasesreferredtousinsteadofthereferraltotheELRC.Thecasesrelatedtopromotionsofeducatorsorunfairdismissals:1

Casesreferredtothe DBEarecasesrelatingtoconditionofservice,forexample,highenrolmentrollsinclasses,othereducatorsbeinggivenpreferencesaboveothersbytheprincipals,etc.:18

CasesreferredbacktoSCHOOLSarecasesrelatingtotheeverydayrunningoftheschool,whichcouldhaveandshouldhavebeenresolvedbytheschoolprincipalandtheschoolmanagementteam,etc.:47

CasesreferredtotheSAPSarecaseswherelearnershavebeenabused,arebelowtheageof16yearsofageandparentsarerefusingtocooperatewiththeCouncilorarerefusingusaccesstothelearners:3

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35SOUTH AFRICAN COUNCIL FOR EDUCATORS

TOTAL NUMBER OF CASES FINALISED IN OTHER FORMS OTHER THAN IN A DISCIPLINARY HEARING: 356

APPEALS:

These appeals were received from educators whose names have been struck from the roll of educators indefinitely for sexual offences.

Totalnumberofappealsreceived:6

Totalnumberofappealsfinalised:4

Totalnumberofappealspostponed:2

REINSTATEMENT APPLICATIONS

Reinstatement applications are received from those educators whose names were struck off from the roll for several offences, but they wish to return back to the profession.

Totalnumberofreinstatementapplicationsreceived:8

Totalnumberofreinstatementapplicationsfinalised:6

Totalnumberofreinstatementapplicationspostponed:2

FIT TO TEACH APPLICATIONS

Fit to teach applications are received from those applicants applying to be registered as educatorswith theSACEandwhomtheCouncilhas,inlightoftheseriousnessoftheoffencesforwhichtheywereconvictedandsentencedbycourtsoflaw,recommendedthattheyappearbeforeaFittoTeachpanelandgivereasonswhytheyshouldberegisteredaseducators.

Totalnumberofapplicationsreceived:4

Totalnumberofapplicationsapproved:1

Totalnumberofapplicationspostponed:3

Otherapplicationswerepostponedattherequestoftheapplicantstoobtainotherdocumentsandevidenceinsupportoftheirapplications.

TOTAL NUMBER OF CASES PROCESSED BETWEEN 01 APRIL 2015 AND 31 MARCH 2016 INCLUDING INVESTIGATIONS DISCIPLINARY HEARINGS, APPEALS AND REINSTATEMENT HEARINGS: 550

Commentary on performance for objectives

Amongotherthings,SACEistaskedwiththedutyofupholdingtheimageoftheteachingprofessionandthroughthisDivision,theaimistoseetoitthatalleducatorsbehaveethically.

Thisisdonebyconductingworkshopsforeducators,investigatingcomplaints,conductingdisciplinaryhearings,mediatingoverdisputeswherenecessaryandinterveninginschoolstobringpeaceandstabilitywithinaschoolingenvironment.

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36 ANNUAL REPORT | 2015/2016

TheDivisionhas,however,notbeenabletodoenoughoftheabovementionedtasksowingtocapacityconstraints.Ithadtomakedowiththeresourcesatitsdisposalatthetime.

Strategy to overcome areas of underperformance

WhiletheDivisionwouldattempttofinalisemostcomplaintsreceived,manycouldstillnotbefinalisedowingto lackofsufficientpersonnel, lackofcooperationbywitnesses,parentsandrepresentatives for theaccusededucators.

TheDivision intentsongivingpriority tocases thatwerereported in thepastfinancialyearandtoseeing toitthattheyarefinalisedwhilealsogivingattentiontohighprioritycasessuchassexualabusecases,corporalpunishmentandracism.

SACEaimstoachievethisgoalandminimisebacklogby:

• Makinguseofretirededucatorsandothersuitablecandidatesinallprovincestoinvestigatecomplaintsandwherepossible,mediateoverdisputesonbehalfoftheCouncil;

• Makinguseofpanelists trainedbySACE inallprovinces to investigatecomplaintsandwherepossible,mediateoverdisputesonbehalfoftheCouncilandserveatdisciplinaryhearings;

• MakinguseofpaneliststrainedbySACEinallprovincestoconductworkshopsandconscientiseeducatorsontheCodeofProfessionalEthicsonbehalfoftheCouncil;and

• MakinguseoftrainedspecialiststoprosecutecasesonbehalfofCouncil,andtopresideoverdisciplinaryhearings.

Changes to planned targets

Nochangeswereeffectedtotheplannedtargets.

Challenges

Themajorchallengeleadingtothenon-finalisationofcasesisthelackofcooperationbytheparentsofabusedlearners.

Ithashappenedonmanyoccasions that,whilecaseshavebeenreported to theSACEand in somecasesbyparents,theverysameparentswouldtorefusetheSACEaccesstotheabusedlearner/s,especiallyatdisciplinaryhearings.SACEitforcedtowithdrawmanyseriouscasesagainstperpetratorsowingtothelackofcooperationbyparentsandthesameabusersendupbeingrecycledbackintothesystemandtheabusecontinues.

This practice has impacted negatively on Council’s operations, such thatmany sexual abuse cases are beingcarriedoverintothenextfinancialyear.

TheCouncilhasagreedtofollowupallcasesthathavebeenstalledduetoalackofcooperation.TheDepartmentofSocialDevelopmentandotheragencieswillbeconsultedtoapplythefullmightofthelaw.Parentcommunitieswillbetargetedforintenseadvocacy.SACEisliaisingwithallprovincialDepartmentsofEducationforexchangeofinformationregardingcomplaintsagainsteducators.WhilesomeprovincialDepartmentsarereportingtheircasestoSACE,somestillfailtoreporttheircasestoSACE.

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37SOUTH AFRICAN COUNCIL FOR EDUCATORS

2015/2016 2014/2015

Programme/activity/ objective Budget Actual

Expenditure(Over)/Under Expenditure Budget Actual

Expenditure(Over)/Under Expenditure

R’000 R’000 R’000 R’000 R’000 R’000

Case management 2 000 1 632 368 3 000 2 094 906

Total 2 000 1 632 368 3 000 2 094 906

3 .3 . PROFESSIONAL DEVELOPMENT

Programme Purpose

• Theprogrammeisresponsibleformanagingandpromotingthecontinuingprofessionaldevelopmentofteachers.Additionally,theprogrammeisbeingphasedinintermsoforientatingandsigningupteacherstoparticipateintheCPTDmanagementsystemandearn150pointsin3-yearcyclesandapprovalofserviceprovidersandendorsementofallPDprogrammesthatarepresentedtoteachers.

Key Functions:

• Orientateandsign-upteachers

• Approve providers

• Endorseprofessionaldevelopmentactivities

• Monitorprofessionaldevelopmentuptakebyeducators

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38 ANNUAL REPORT | 2015/2016

C .

PERF

ORM

ANCE

INFO

RMAT

ION

Prog

ram

me N

ame:

Pro

fess

iona

l Dev

elopm

ent

Perfo

rman

ce

Indi

cato

rAc

tual

Achi

evem

ent

2014

/2015

Plan

ned

Targ

et20

15/20

16

Actu

al Ac

hiev

emen

t20

15/20

16

Devia

tion

from

plan

ned

targ

et to

actu

al ac

hiev

emen

t for

2015

/2016

Com

men

t on

devia

tions

Numb

er of

educ

ators

orien

tated

and

signe

d-up

for

partic

ipatio

n in t

he

CPTD

syste

m.

30 38

9 (64

.95%

) Sc

hool

Head

s of

Depa

rtmen

ts we

re

orien

tated

and s

igned

-up

for p

artic

ipatio

n in

the C

PTD

syste

m fro

m Ja

nuar

y 201

5 on

ward

s.

0

110 0

00 P

L1

seco

ndar

y and

co

mbine

d sch

ool

educ

ators.

7 000

final

year

stu

dent

teach

ers.

56 67

9 (51

.52%

) PL

1 tea

cher

s wer

e or

ientat

ed an

d sig

ned u

p.

2 263

stud

ent

teach

ers w

ere

orien

tated

and

signe

d-up

.

53 32

1

4 737

The r

easo

ns fo

r inab

ility t

o ach

ieve t

he pl

aned

targ

et ar

e:

1)

Prov

inces

with

big t

each

er nu

mber

s (Ea

stern

Cap

e, Kw

aZulu

-Na

tal, a

nd Li

mpop

o) w

ere n

ot do

ing w

ell in

term

s of th

e im

pleme

ntatio

n of th

e CPT

D sy

stem.

This

inclu

ded t

he N

orthe

rn

Cape

Pro

vince

as w

ell, e

ven t

houg

h it h

as sm

all nu

mber

s of

teach

ers.

2)

Limpo

po p

rovin

ce d

id no

t to

have

fund

ing fo

r the

Pro

fessio

nal

Deve

lopme

nt an

d thi

s aff

ected

its

pe

rform

ance

on

the

im

pleme

ntatio

n of th

e CPT

D ma

nage

ment

syste

m. M

easu

res w

ere

put i

n pla

ce to

sup

port

the p

rovin

ce, a

s a

resu

lts it

s pe

rform

ance

inc

reas

ed es

pecia

lly w

ith re

gard

to si

gning

up of

teac

hers,

howe

ver

in oth

er ar

eas t

he pr

ovinc

e is s

till be

hind.

3)

Prov

inces

that

sign-

up m

anua

lly co

uld no

t sub

mit im

media

tely.

As

a res

ult, it

delay

ed th

e elec

tronic

data

captu

ring a

nd su

bseq

uentl

y the

stati

stics

beca

me sk

ewed

.

Ther

eare

27 9

14 un

captu

red

forms

that

were

deliv

ered

to S

ACE

at the

end o

f the 4

th quar

ter of

2015

/16 , t

his w

as as

a re

sult o

f mop

up

sess

ions c

ondu

cted i

n Jan

uary

to Ma

rch 20

16.

The S

ACE

prov

incial

coor

dinato

rs ha

d tire

lessly

wor

k with

the H

igher

Ed

ucati

on In

stitut

ions i

n diffe

rent

prov

inces

, in en

surin

g tha

t the

signin

g up o

f the f

ourth

year

stud

ent te

ache

rs do

es no

t fail.

They

could

ha

ve go

ne be

yond

wha

t they

have

achie

ved a

t the t

ime,

if it w

as no

t for

fees

mus

t fall c

ampa

ign, w

hich d

omina

ted th

e thir

d qua

rter o

f the

finan

cial y

ear (

i.e. O

ctobe

r to D

ecem

ber

2015

).

Page 39: SOUTH AFRICAN COUNCIL FOR EDUCATORS 3pmg-assets.s3-website-eu-west-1.amazonaws.com/SACE...The South African Council for Educators (SACE) has just completed three years of its four-

39SOUTH AFRICAN COUNCIL FOR EDUCATORS

Prog

ram

me N

ame:

Pro

fess

iona

l Dev

elopm

ent

Perfo

rman

ce

Indi

cato

rAc

tual

Achi

evem

ent

2014

/2015

Plan

ned

Targ

et20

15/20

16

Actu

al Ac

hiev

emen

t20

15/20

16

Devia

tion

from

plan

ned

targ

et to

actu

al ac

hiev

emen

t for

2015

/2016

Com

men

t on

devia

tions

Numb

er of

sign

ed-u

p pr

incipa

ls, de

puty

princ

ipals

and

HODs

unde

rtakin

g PD

activ

ities /

pr

ogra

mmes

Type

1 – 4

3%

activ

ities r

epor

ted by

all

coho

rts.

Type

2- 42

% ac

tivitie

s re

porte

d by a

ll coh

orts.

Type

3 – 1

5%

activ

ities r

epor

ted by

all

coho

rts

55%

of si

gned

-up

princ

ipals,

de

putie

s and

HO

Ds.

Natio

nal R

epor

t on

the pr

ofess

ional

deve

lopme

nt up

take b

y ed

ucato

rs an

d ove

rall

partic

ipatio

n in t

he

CPTD

syste

m.

Not A

chiev

ed

38.02

% of

sign

ed-

up pr

incipa

ls,

depu

ty pr

incipa

ls an

d HOD

s hav

e un

derta

ken P

D ac

tivitie

s and

pr

ogra

mmes

16.98

%Th

ere i

s und

er-re

portin

g rep

ortin

g on p

artic

ipatio

n in v

ariou

s Pr

ofess

ional

Deve

lopme

nt Ac

tivitie

s by p

rincip

als, d

eputy

princ

ipals

and H

ODs.

Numb

er of

prov

iders

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40 ANNUAL REPORT | 2015/2016

PROFESSIONAL DEVELOPMENT NARRATIVE

Duringthe2015/16financialyear,SACEcontinuedtoimplementtheCPTDManagementSystemwiththesupportoftheDepartmentofBasicEducation(DBE),nineProvincialEducationDepartments(PEDs),teacherunionsandotherstakeholders.Theperiodunderreviewfocusedontheorientationandsign-upofthePostLevel1(PL1)teachersforparticipationintheCPTDsystemfromJanuary2016onwards.Additionally,thesigned-upprincipals,deputyprincipalsandHODsreportedtoSACE, theirparticipation in threetypesofProfessionalDevelopmentactivities(teacher-initiated,school-initiatedandexternally-initiated).VariousproviderswereapprovedandtheirprofessionaldevelopmentactivitiesweresubmittedtoSACEforevaluationandendorsementbytheevaluatorsand endorsement committee respectively. The following sections provide narrative on some of the 2015/16ProfessionalDevelopmentachievements.

Orientation and Sign up of PL1 Teachers.

In2015/1656679PostLevel1teacherswereorientatedwiththegreatersupportoftheProvincialEducationDepartments and District Training Teams consisting of SACE, PEDs and stakeholders. These teachers weresimultaneously signed-up forparticipation in theCPTDsystemmanuallyandelectronically through theCPTDInformationSystems(CPTD-IS)self-serviceportal.Theorientationandsign-upprocesshas,toacertainextent,providedsomeindicationsonthelevelatwhichprovincesareimplementingtheCPTDsystem,asfollows:

50% – 60% Achievement

Free State – 66.18%

Mpumalanga – 59.97%

North-West – 58.38%

30% - 49% Achievement

Gauteng – 44.72%

Western Cape – 34.50%

0% - 29% Achievement

KwaZulu-Natal – 11.70%

Northern Cape – 9.66%

Eastern Cape = 7.45%

Limpopo – 3.87%

Theachievements inMpumalanga, FreeState,North-West,GautengandWesternCape, couldbeattributed,amongstotherthings,tothefollowing:

• North-Westprovince’sstrategy inutilisingtheSASMSAdministrativeAssistants inschools tosign-upallteachersatschoollevel.Thisstrategyisalsoassistinginclearingtheprincipals,deputyprincipalsandHODsbacklogs.TheseAdministratorsweretrainedonhowtousetheCPTDself-servicewebportal;

• Mpumalanga province utilised the school-based SASMS Administrators and the District TeacherDevelopmentCentrestosign-upPL1teachersinsomeofthedistricts;

• Just likeMpumalanga, Free State province implementing theCPTD system through itsDistrict TeacherDevelopmentCentresandthecentresfacilitatingtheonlinesign-upprocess;

• ThecontinuingtrendsintheWesternCapetoimplementthepaperlessCPTDsystemthroughtheCPTDself-serviceportalandcriticalmassofDistrictTrainingTeams;

• GautengTeacherDevelopmentunitsatDistrict level takingthe lead in implementingtheCPTDsystem.However,Gautengcontinuedtosign-upteachersmanuallyinnumbers,despitethefactthattheprovinceisadvocatingthepaperlessteachingandlearning;and

• PL1teacherswhoeagertoutilisetechnologythroughtheCPTDself-serviceportalandsign-upthemselves

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41SOUTH AFRICAN COUNCIL FOR EDUCATORS

Additionally,refreshersessionsfortheProvincial/DistrictTrainingTeamsandotheroffice-basededucatorswereheldintheWesternCape,Gauteng,FreeState,North-West,Mpumalanga,KwaZulu-Natal,andNorthernCape.Teacherunionmemberswerealsocapacitatedtoprovideonsitesupportfortheeducatorsatvariouslevels.

Thebenefitsderivedfromthesign-upprocessareasfollows:

• CreatedTeachers’Individualaccount/recordofProfessionalDevelopment

• Drawingperiodicreportsonteachers’professionaldevelopmentuptake;

• Individual teachers taking responsibility to monitor and reflect on their Continuing ProfessionalDevelopment;

• TeachersparticipatingintheCPTDsystemonlinethroughtheCPTDSelf-ServicePortal;

• Created theCPTDSystemData Setsmadeupofprincipals, deputyprincipals,HODs,PL1Teachers andstudentteachers;

• Platformforpossiblecollaborationondatacollection,sharing,validationthroughtheDBE’sSASMSandLURITS 2

• FindingstrategicwaysofcollaboratingwiththeDBEandDHETontheCPTDInformationsystemintermsoftheTeacherProfileProjectandteachersupplyanddemandwithregardtothesize,shapeandsubstanceissues

• ProducingpreliminaryStatisticalDocumentonPrincipalsandDeputyPrincipals–SizeandShapeofthePrincipalsandDeputyPrincipalsinSouthAfrica.

Orientation and Sign-up of Student Teachers

By theendof thefinancial year, therewerenotmany student teacherswhowereorientatedand signed-upbecausethesewerescheduledbetweenFebruaryandNovembermostlyduetotheacademiccalendar intheHigherEducationInstitutions.Inlinewiththis,orientationandsign-upshappenedasfollowsinvariousprovinces:

Province Total

Eastern Cape 32

Free State 143

Gauteng 334

KwaZulu-Natal 1 261

Limpopo Province 32

Mpumalanga 169

Northern Cape 29

North-West 163

Western Cape 100

Grand Total 2 263

Graph 1. Student sign up per province

Therewereadditional632final-yearstudentteachersign-ups(inMpumalangaandKwazulu-Natal).Thesesign-upsweredonemanuallyandtheywillbecapturedinthenewfinancialyearduetolatearrivalfromthesetwoprovinces.

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42 ANNUAL REPORT | 2015/2016

Foreign Citizen South African Citizen (blank) Total

Eastern Cape 2 29 1 32

Free State 2 134 7 143

Gauteng 3 316 15 334

KwaZulu-Natal 1 1256 4 1 261

Limpopo Province 32 32

Mpumalanga 157 12 169

Northern Cape 2 27 29

North-West 1 157 5 163

Western Cape 99 1 100

Grand Total 11 2 207 45 2 263

Graph 2. South African and foreign final year Student sign- up per province

Row Labels Female Male Total

Eastern Cape 24 8 32

Free State 111 32 143

Gauteng 256 73 329

KwaZulu-Natal 841 420 1 261

Limpopo Province 25 7 32

Mpumalanga 104 63 167

Northern Cape 25 3 28

North-West 121 42 163

Western Cape 79 21 100

Grand Total 1 586 669 2 255

Graph 3. Final-year Student sign up per province in terms of Gender

African Asian Coloured Indian Other White TotalEastern Cape 11 5 1 15 32Free State 98 2 1 41 142Gauteng 148 1 5 10 1 167 332Kwa-Zulu- Natal 1 119 3 23 81 28 1 254Limpopo 8 24 32Mpumalanga 115 1 50 166Northern Cape 2 2 3 21 28North-West 54 6 2 101 163Western Cape 11 37 1 51 100Grand Total 1 566 4 80 95 6 498 2 249

Graph 4. Student sign up per province in terms of Population group

Thesignupandorientationofthefinalyearstudentteacherswereconductedthroughthefollowingmodes:

• TheCPTDwalk-incentresattheSACEKwaZulu-Natal,FreeStateandCenturionHeadoffice.

• Atschoolswheretheyweredoingpracticeteaching.

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43SOUTH AFRICAN COUNCIL FOR EDUCATORS

• Voluntary,throughtheSACECPTD-ISSelfServiceportal.

Continuation of the Principals, Deputy-Principals and HoDs orientation and sign-up sessions

Principals and Deputy HODs

Province Total Province Total

GP 405 GP 1079

NW 298 NW 435

LP 85 LP 131

EC 421 EC 430

WC 191 WC 482

MP 181 MP 407

KZN 225 KZN 478

FS 185 FS 354

NC 35 NC 90

Total 2 026 Total 3 886

The tablesabove indicate thenumberofPrincipals,DeputiesandHODswhowereorientatedand signedupduringthemop-upsessionsconductedinallthenineprovinces.ThesupportprovidedbySACEincapacitatingtheProvincialTrainingTeaminEasternCapeyieldedpositiveresults,whichledtotheprovinceimprovingthenumberofthePrincipalsandDeputiessigned-upfollowedbyGautengwiththehighestnumberofHODssignedupduringthemopupsessions.

CPTD Orientation Material

TheCPTDsystemorientationmaterialwasrevisedinlinewithfeedbackandinputsfromtheteachers,facilitatorsandtheCPTDCoordinatorsfromSACEandtheProvincialEducationDepartments.Thefollowingdocumentsweredistributedto184000PL1Teachers:

- 184000PL1NeedsAnalysisQuestionnaires

- 120000PL1Sign-upandprofileform

- 184000CPTDOrientationManualstorteachers

- 40000ProfessionalDevelopmentPortfolios

Challenges

PostLevel1teachers(insecondaryandcombinedschools)sign-upsbelow,theorientationandsign-upprocessesaremoving extremely slow in the Limpopo, Eastern Cape, Kwa-ZuluNatal andNorthern Cape. The LimpopoProvinceindicatedthatthereisnobudgetforprofessionaldevelopmentandtheCPTDsysteminparticular.Therewerealsochallengesaroundtheprocurementoftheorientationandsign-upmaterial.ThisaffectedprovincessuchasKwa-ZuluNatal,FreeState,EasternCapeandNorthernCape.ChallengeswerealsoexperiencedwiththeCPTD-Informationsystemwheretheoldserverscrushedandasaresultthesystemwasdownformostofthetimeduringthesecondandthirdquarters.Thiswasaggravatedbytheprocurementprocesswhichtooklongtoreplacetheoldservers.

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44 ANNUAL REPORT | 2015/2016

Furthermore, themajorityof schoolsor facultiesofeducationgaveSACEandCoordinators inprovincesslotstoorientateandsign-upstudentsduringthelastquarteroftheyear.ThedevelopmentofthestudentteachercomponentoftheCPTDself-serviceportalhasbeencompletedduringthethirdquarter.

Strategies to overcome under performance on the CPTD Orientation and Sign-up

• WearecontinuingtoencouragethePEDstoacceleratetheprocessofsecuringtheCPTDbudget.

• VisitstotheHOD’sinNorthernCape,EasternCape,KwaZulu-Natal,EasternCapeandLimpopoprovincesforfurtherdiscussionsandsupport.

• Thedivisionwillembarkonadvocacycampaigntoincreasethenumberofstudentteacherssignup.

• Re-trainingandsupportoftheNationalCoreTrainingteamtoassistinprovincesinadvocacy,monitoringandsupportingteachersonCPTDactivitiesandwherecapacityisneededconducttheorientationandsignup sessions.

• EstablishmentoftheschoolbasedCPTDleadteacherswhowillberesponsibleforsupportingteachersonCPTDrelatedactivities.

• Theorientationandsign-upofstudentteacherstobedonefromthesecondquarteronwardstoavoidthedelays experienced in 2015.

Professional Development Uptake

42495PrincipalsandDeputyPrincipals(includingthoseinactingpositions)havesignedup,and16 882 (39%)ofthemareundertakingPDactivities.34702HODshavesignedupand12 465 (35 .9%)ofthemareparticipatinginPDactivitiesinlinewiththePDUptakereport.Table1below,reflectsthereportedProfessionalDevelopmentactivitiesaccordingtothefollowingpositions:Principal,ActingPrincipal(AP),DeputyPrincipal,ActingDeputyPrincipal(ADP),HOD,ActingHODandTeacher.

Table 1. Total reported activities per position

ADP Acting HOD AP DP HOD Principal Teacher Total

EC 20 5 3 232 686 717 490 2 153

FS 49 50 71 615 1 153 963 995 3 896

GP 107 79 35 1 604 3 000 1 169 3 001 8 995

KZN 38 81 53 1 096 2 034 2 280 892 6 474

LP 11 13 17 98 276 401 212 1 028

MP 52 90 38 1 482 3 076 1 599 1 011 7 348

NC 7 2 13 29 88 102 111 352

NW 32 23 52 476 619 711 1 156 3 069

WC 92 45 39 992 1 145 1 587 800 4 700

Total 408 388 321 6 624 12 077 9 529 8 668 38 015

ThefollowingtableindicatesPDundertakeaccordingtothethreetypesofProfessionalDevelopmentActivities–TeacherInitiate(Type1),SchoolInitiated(Type2),andExternallyInitiated(Type3)asfollows:

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45SOUTH AFRICAN COUNCIL FOR EDUCATORS

Table 2. Total reported activities per type of activity

Row Labels Teacher Initiated School Initiated Externally Initiated

EC 1 080 849 251

FS 1 451 1 753 700

GP 3 867 3 876 1 273

KZN 3 014 2 853 610

LP 475 392 165

MP 3 471 3 187 693

NC 200 99 53

NW 1 020 1 031 1 021

WC 1 737 2 042 941

Grand Total 16 315 16 082 5 707

CPTD-IS

Student Teacher Component of the CPTD-IS

Thestudent teachercomponenthasbeendevelopedand testedandnowtheycansign-upandupdate theirinformation electronically. SACE nowhas an initial database of the student teachers. Thiswill also assist intrackingthestudentteacherswhoend-uptakinguppostsinschools.

Datasets on the CPTD-IS

TheCPTD-ISnowhasthefollowingdatasets:

• Signed-up Educators

o Principals

o HODs

o PL1 Educators in Secondary and Combined Schools

o PL1 Educators in Primary Schools

o Student Teachers

• Signed-up Schools

• Approved Providers

• Endorsed Professional Development Activities

CPTD-IS Analysis

• Aserviceproviderhasbeenappointed,withthesupportoftheVVOB,toassessandanalysethefunctionality,usability,andutilityoftheCPTD-IS.Thefullreportonthishasbeenreleasedandthenecessaryremedialactionisbeingundertaken.

• TheCPTDInformationsystemwasupgradedintermsonprocuringtheBusinessIntelligenceToolSystem(BITs) to enhance data management and reporting systems to the Provincial Education Departments,Districts,DBE,stakeholdersandSACECouncilstructures.

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46 ANNUAL REPORT | 2015/2016

Professional Development Providers and Activities

Evaluation Process

Therearecurrently56activeEvaluatorswhoareassistingSACEtoevaluateprovider’sapplicationsforapprovalandendorsementofprofessionaldevelopmentactivities.Thesub-divisionhasconvenedsevenevaluationsessionswhichdifferedintermsoftheduration,thebreakdownofthesessionswereasfollows,thesecondquarterwehadthree-daysession,forthefourthquarterwehadtwo-dayssessionandthefirstandthethirdquarterswehadaone-daysession.Itisoutofthesesessionsthatwewereabletoevaluate1109activities.Thetotalnumberofprofessionaldevelopmentactivitiesendorsedis1091andthosethatarenotendorsedis18.Therewerealso121providerapplicationsforapprovalthatwereevaluated.

Therewere18professionaldevelopmentactivitiesthatwerenotendorsed.Thisisasaresultofthefollowingreasons:

• Non-compliancewiththerequirements

• Poorqualityofthesubmission(content)

• Irrelevanttothetargetaudience(teachers)

• Poorconceptualisationofactivities

• Poorqualityofthetrainingmaterial(LTSM)

Provincial Support

During the period of reporting, we provided support to provinces that requested help from the office. ThefollowingprovincesweresupportedGauteng,FreeState,MpumalangaandLimpopo.ThesupportwasbasedontheunderstandingoftheCPTDManagementSystemgenerallyandtheapplicationprocessesforapprovalandendorsement.TheFreeStateinterventionwasalsostrengthenedbytheparticipationandcollaborationwithourpartnerstheVVOB.

The Free State andMpumalanga intervention and support targeted all the Provincial EducationDepartmentdirectoratesandofficialswhohavearoletoplay inasfarasteacherdevelopmentandsupport isconcerned.Participants came from provincial and district offices, Curriculum, Management and Governance, InclusiveEducation,SpecialneedsandHIV&AIDS.TheseofficialsweretakenthroughaninteractivestepbysteppresentationontheSACEproviderapplicationprocess.

Theobjectivesforthesessionswereto:

1. Create understanding on SACE endorsement process and PD points

2. Createunderstandingofthequalityrequirementsforendorsement

3. CreateunderstandingonhowSACE’sevaluationrubricworks

4. Engageinthepreparationofexistingprofessionaldevelopmentactivitiesforsubmission.

5. StartaprocessofsubmittingprofessionaldevelopmentactivitiestoSACE

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47SOUTH AFRICAN COUNCIL FOR EDUCATORS

Thefollowingareaswereemphasisedandclarified:

• Applicationformstobeused

• TheimportanceofdistinguishingbetweenshorterandlongeractivitiesinlinewithSACEdefinitions.

• Requirements forsubmissionofprofessionaldevelopmentactivitieswithregardtoadditionalmaterial/manuals

• Developingandsubmittinganactivityforevaluation

• Provider guidelines

Theintentionistoreplicatethistypeofsupportandtraininginalltheremainingprovinces.

The Western Cape Education Department (WCED) onsite evaluation pilot

TheWCEDthroughitsprovincialteacherdevelopmentinstitutetheCapeTeachingandLearningInstitute(CTLI)invited SACE to pilot the onsite evaluation of professional development activities. We took four Evaluatorsbasedontherelevantfieldstohelpuswiththepilot.Therewere24professionaldevelopmentactivitiesthatweevaluatedinaspaceofthreedays.TheserangedfromtheCurriculum(subjectspecific)toLeadershipandManagementactivities.

Lessons learned

• Whenevaluatingonsiteitwaseasytoaskformissinginformationandgetitonthespot.Thisenhancedthespeedatwhichonecancompleteanevaluationwithoutgoingbackandforth.

• TheprocessenableSACEtohavedirectandimmediateresponsesontheissuesthatneededtobeclarified.

• There was an opportunity for the provider to receive immediate and initial feedback on the quality/shortcomingsoftheirsubmissions.

• Thematerialdeveloperswereprovidedwithadviseonwhichareastostrengthenforfuturesubmissions

The VVOB Partnership

ThepartnershipbetweenSACEandtheFlemishGovernmentthroughtheVVOBhascreatedanopportunitytoprovidefurthersupporttotheProvincialEducationDepartmentsandotherproviders.Throughthispartnershipwewereable to improveandstrengthenourevaluationrubric, trainEvaluatorson theuseof therubricandfurtherdevelopanevaluationrubricforonlineactivities.TheevaluationrubricwepilotedinMpumalangaandFreeStatewiththeactualproviderstosourcetheirunderstanding,interpretationandpossiblechallengeswithregard to compliance.

ThereisanundertakingfromVVOBtocontinuesupportingSACEwithimprovingitsevaluationandendorsementprocesses.

Endorsement of Professional Development Activities

ThereisanimprovementintheresponsefromthenineProvincialEducationDepartmentsasallofthemhavefinallyappliedforapprovalstatuswiththeCouncil.ThereisstillachallengeexperiencedbysomeoftheProvincialEducationDepartmentswhenitcomestosubmissionofprofessionaldevelopmentactivities.ThisisthebreakdownofactivitiesreceivedfromthePEDsfortheperiodofreporting.

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48 ANNUAL REPORT | 2015/2016

Provincial Education Department Number of Activities submitted

Number of Activities Endorsed

Gauteng (Mathew Goniwe School of Leadership & Si-Bono)) 5 5

Western Cape (Cape Teaching and Learning Institute) 24 22

Limpopo (Mastech) 5 5

Free State 2 2

Northern Cape 0 0

Mpumalanga 76 75

KwaZulu-Natal 0 0

Eastern Cape 0 0

North-West 0 0

Department of Basic Education (British Council) 22 22

Theresponsefromtheuniversitiesisalsoencouraginginasensethatoutof25HigherEducationInstitutionswehave5universitiesthathaveappliedforapprovalandsendintheiractivitiesforendorsementfortheperiodofreporting.

Name of University Number of Activitiessubmitted

Number of Activities Endorsed

University of Cape Town 73 71

Rhodes University 10 10

University of South Africa 08 08

University of North-West 01 01

Free State University 09 09

The response of the Teacher Unions has been encouraging as they respond to theirmembers’ professionaldevelopmentneeds.ThismightbeasaresultoftheirparticipationintheTeacherUnionCollaborationinitiative.Theirsubmissionsfortheperiodofreportingisasfollows:

Name of the Union Number of Activitiessubmitted

Number of Activities Endorsed

NAPTOSA 19 19

SAOU 8 8

SADTU 4 4

NATU 2 2

PEU 0 0

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49SOUTH AFRICAN COUNCIL FOR EDUCATORS

Summary of the Endorsed Activities for the period of reporting

School Subjects

Subject Name Number of Activities

English 90

Mathematics 77

Maths Literacy 12

Natural Science 27

Physical Science 34

Life Science 60

Geography 22

History 17

Life Orientation 27

Afrikaans 2

Tourism 12

Accounting 12

Technology 4

Economics 4

Business Studies 1

IsiXhosa 4

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50 ANNUAL REPORT | 2015/2016

Thetableabove indicates theactivitiesbasedonschoolsubjects thatweresubmittedtoSACE forevaluationandendorsement.Whenonereflectsonthe29subjectsoftheNCSthesubmissionreflects55%oftheschoolsubjects.Thereisaneedforsubmissionofotherlanguagesthatarecoveredinthecurriculum.

Non-School subject professional development activities

Activity Name Number of Activities

Management and Leadership 135

Education 2

ICT 133

Wellness programmes 53

Assessment 71

ECD programmes 25

Special Needs programmes 79

Discipline programmes 38

Financial Management 23

Sports - Cricket 2

Shared Reading 2

School Media 2

Lead and Manage the Curriculum 8

Communication 11

Mentoring and Motivating 21

Writing, Presenting and Team development skills 17

Conflict Management 8

Policy Development 9

Team Building 1

First Aid courses 6

Life Skills 6

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51SOUTH AFRICAN COUNCIL FOR EDUCATORS

Provider Approval

ThespreadoftheprivateprovidersinallnineprovincesisunevenwithahugeconcentrationofprovidersintheGautengProvince.Thereisadropinthenumberofproviderapplicationsreceivedbytheoffice.Thisisasaresultofthefewnumberofnewprovidersinthesystem.

Mostprovidershaveappliedandtheyarejustsubmittingtheprofessionaldevelopmentactivities.

Someprovidersdonotfocusonteacherdevelopmentthusbecomeirrelevanttothesystem.(Thesehavebeenadvisedtoalignanddevelopeducationspecificactivitieswithreferencetothesystemneeds.)

Provider Category Number of Providers

Category A 63

Category B 57

Category C 1

Total number of providers 121

PROFESSIONAL STANDARDS

Background

TheteachingprofessionaliscurrentlyoperatingwithoutprofessionalstandardsforIPETandCPTDprogrammescontent andprofessional practice. This gap should be addressed as amatter of urgency to enhance teacherprofessionalization.Coupledwiththis,istherecognitionofSACEasaprofessionalcouncilbySAQA,developmentoftheprofessionaldesignationsforteachersandlinkageswiththeinductionbyemployersandawardingoffullregistrationstatus.

Purpose:

• Workingcollaborativelywithstakeholdersandpartnersinsetting,upholdingandmonitoringprofessionalstandardstoenhanceteacherprofessionalisation.

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52 ANNUAL REPORT | 2015/2016

Key functions:

• Developstandardsinthefollowingareas:

- entryintotheteachingprofessionfromadmissiontofullregistration,

- IPETandCPTDprogrammecontent,and

- professionalpractice

• Awardteacherdesignation.

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53SOUTH AFRICAN COUNCIL FOR EDUCATORS

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esign

ation

s an

d Imp

lemen

tation

Plan

The a

ctual

deve

lopme

nt of

the pr

ofess

ional

desig

natio

n still

to be

comp

leted

and

appr

oved

thro

ugh s

takeh

older

cons

ultati

on

and C

ounc

il pro

cess

es.

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54 ANNUAL REPORT | 2015/2016

Professional Standards Narrative

TheProfessionalStandardsprogrammeisimplementedwithinabroadercontextoftheteacherprofessionalisationin South Africa as led by SACE. The following have already been attached under the professional standardsprogrammeandteacherprofessionalisationbroadly:

Teacher Professionalisation Research

• ApprovedteacherprofessionalisationreportbytheSACECouncil inprincipleforconsultationpurposes,withtheteachingprofessionstakeholders.

• Formthereport,aqualitativeresearchapproachidentifiedkeythemesandconsiderationsthatemergedfrominterviewees’perspectivesontheproposedprofessionalisationpathandontheresearchrole,aswellasonissuesraisedaboutSACE’sstatus,roleandfunctions.Adesktopreviewcomplementedtheinitialreviewoftheliterature.

• Themainpurposeoftheteacherprofessionalisationreportistomapthe“professionalisationpath”thatSACEneedstofollowinordertoregistereducators,promotetheprofessionaldevelopmentofeducators,manageaCPDTsystem,andimportantly,alsoto“maintainandprotectethical and professional standards foreducators.

• Itisimportanttoalsonotethatthediscussionpaperdrawsoninputsmadebystakeholders,notablyonthereviewofrelevantnationalandinternationalliteraturementionedabove.Akeythreadinthediscussionpaper is the emphasis on the status and role of SACE to champion teacher professionalisation and tooperationalisethisprocesswithclearmilestonesanddeliverables.

ThefollowingconsultationsandinteractionsfurthercomplementedtheSACEprocessandinformedthediscussiondocument:

• Perspectives on teacher professionalism and accountability presented at a joint seminar on TeacherProfessionalismandTeacherAccountability inCenturionon18 June2015hosted jointlyby theCentrefor International Teacher Education (CITE), the National Education Collaboration Trust (NECT) and theSouthAfricanCouncilforEducators(SACE).Itisimportanttonotethatinitialconsensusontheneedforprofessionalstandardsandprofessionalisingtheteachingprofessionwasreachedbyallthestakeholdersandparticipantspresent.Thesignificanceofwiderconsultationwasemphasised.TherewasalsoaneedtotakeCommonwealthStandardsFrameworkforTeachersandSchoolLeadersreleasedin2014andtheDBE’sstandardforprincipalshipintoaccount.

• The empowering role of effective initial teacher education (ITE) teaching practice and performanceevaluation against appropriate, collegially set professional development standards was explored at acolloquiumthattookplaceinSeptember2015attheSowetoCampusoftheUniversityofJohannesburg,andwashostedbytheDepartmentofHigherEducationandTraining(DHET)inpartnershipwiththeEducationDeansForum(EDF),SACE,theUniversityofJohannesburgandtheCentreforDevelopmentandEnterprise(CDE).Relevantinsightsgainedfromthiscolloquiumweresharpenedandappliedinaworkshopontheroleofinductionintheteacherprofessionalisationpath.ProfessorLindaDarlingHammondprovidedaninternationalperspectiveonthistopic.

• AworkshophostedbySAQAand JETEducationServices tookplace inCenturion inNovember2015.Areviewof theCommonwealth TeacherProfessional Standards Frameworkwaspresentedby JET at theevent.KeystakeholderswerealsogiventheopportunitytosharerelatedworkunderwayinSouthAfrica’this includedSACE.Theworkshoppresentedanopportunity forall themajorroleplayersthathaveaninterestinprofessionalstandardstocometogether.AkeyoutcomeoftheworkshopwasstrongconsensustosupportSACEwiththedevelopmentofprofessionalstandardsthroughtheestablishmentofaworkinggroup(subsequentlyrenamedastheSACENationalAdvisoryGroup,NAG).

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55SOUTH AFRICAN COUNCIL FOR EDUCATORS

• SeveralspecificrecommendationsarealsoincludedinthediscussionpaperthatfocusonSACE’sapplicationto SAQA tobe recognised as a professional body, thedevelopmentprofessional designations, broaderteacherprofessionalisationimplementationPlanandTeacherProfessionalisationPolicy.

Establishment of the Professional Standards National Advisory Group

• Furthermore,SACEestablishedtheProfessionalStandardsNationalAdvisoryGroupinDecember2015.TheNationalAdvisoryGroupismadeupofvariousstakeholders-EducationDeansForum(EDF),DepartmentofBasicEducation,DepartmentofHigherEducationandTraining,EducationalResearchOrganisations,JETEducationServices,SAQA,TeacherUnions,EducationLabourRelationsCouncil(ELRC),andAssociationsofSchoolGoverningBodies.

• ThemainpurposeoftheNationalAdvisoryGroupisto:

- supportconsultationandcollaborationwithkeystakeholdersinthedevelopmentoftheprofessionalstandardsframeworkbySACE

- provideexpertiseandadvicetoSACEontheprofessionalstandardsframework

- makerecommendationstoSACEontheprofessionalstandardsframework

TheGroupmettwicealready,inNovemberandMarch,andsomeofitsachievementsincludeprovidingdirectiontoSACEonvariousresearchandprocessesthatwillinformthestandardswritingprocessandtheproposalonthestandardswritingprocess.Theresearchfocusedonthefollowing:

• TeacherKnowledgeforteaching.Itemphasisedthepointthatindevelopingprofessionalpracticestandardsthere is a need to look at a blend between subject content knowledge and the general pedagogicalknowledge–PedagogicalContentKnowledge;

• Development of professional practice standards for teachers. This involves levels 6 levels of teachingimpliedbytheliteraturethatshouldberecognisedinsettingofprofessionalstandardsforteachers;and

• TowardsteacherprofessionalknowledgeandpracticestandardsinSouthAfrica.Thisincludeslessonsfromdeveloped and developing

Additionally,acomparativestudyisinprogresstocompareSACEwithotherprofessionalcouncilsinthecountryonprofessionalizationmatters.

Financial performance

2015/2016 2014/2015

Programme/activity/objective Budget Actual

Expenditure(Over)/Under Expenditure Budget Actual

Expenditure(Over)/Under Expenditure

R’000 R’000 R’000 R’000 R’000 R’000

Professional Development 10 700 8 437 2 263 13 188 10 531 2 657

Total 10 700 8 437 2 263 13 188 10 531 2 657

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56 ANNUAL REPORT | 2015/2016

3 .4 . POLICY AND RESEARCH

STRATEGIC OBJECTIVE : PROFESSIONAL RESEARCH

Programme Purpose:

• ToenhancepolicyandresearchcoordinationwithinSACE.

• TostrengthentheSACEadvisoryroleandservicesthatis informedbypolicy,research,andconsultativeprocesses.

• TopromoteresearchonprofessionalmattersandanyothereducationalmatterrelevanttoSACE.

Key Functions:

• AdvisingtheMinisterofBasicandHigherEducation,Councilandthepubliconprofessionaldevelopmentmatters;

• Developandimplementprofessionalstandardsanddesignationsincludinganinductionmethodology;

• ProvideongoingsupporttoalltheSACEDivisionsandCommitteesintermsofpolicyandresearchmatters;

• ConceptualizeandundertakeresearchonprofessionalmattersforpurposesofinformingSACEprogrammes,Councildecisions,educationalpolicy,advisingtheMinisterofEducation,Councilandtheprofession;

• Produce policy and research publications/ reports and disseminate research findings through variouscommunicationschannels.

• EstablishandmanagetheSACEresourcecenter.

Sub-programmes

• PolicyandResearchSupport

• ResearchProjects

• ProfessionalMagazine

• ResearchDissemination

• MonitoringandEvaluation

Performance IndicatorActual

Achievements 2015/2016

Planned Target

Deviation from planned targetFor 2015/2016

Comments on deviations for 2015/2016

(a). Number of research projects undertaken in line with the SACE research agenda

5 6 1 The other project overlapped to the new financial year.

Number of Policy advice and briefs produced per annum

2 2 1 Policy brief and advice to the Minister scheduled for the new financial year

Number of Professional Magazine produced and disseminated

2 4 2 Delays experienced with regard to getting articles from the schools

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57SOUTH AFRICAN COUNCIL FOR EDUCATORS

NAR

RATI

VES

Polic

y an

d Re

sear

ch P

rogr

amm

e

RESE

ARCH

PRO

JECT

SUMM

ARY

PROG

RESS

1. HO

Ds N

eeds

Ana

lysis

proje

ct14

234 H

ODs c

omple

ted th

e nee

ds id

entifi

catio

n qu

estio

nnair

es du

ring t

he C

PTD

orien

tation

and s

ign-u

p pr

oces

ses a

cross

the 9

prov

inces

in th

e pre

vious

finan

cial

year.

The

data

has a

lread

y bee

n cap

tured

in th

e pre

vious

fin

ancia

l yea

r as w

ell

The r

esea

rch st

udy w

as fin

alise

d and

pres

ented

to th

e Cou

ncil s

tructu

res.

One o

f the i

ssue

s pic

ked-

up fr

om th

e rep

ort w

as th

at the

findin

gs w

ere n

ot re

pres

entat

ive of

all H

ODs i

n the

nine

pr

ovinc

es. T

he qu

estio

nnair

es w

ere i

n a pa

per f

orm

and p

rovin

ces s

uch a

s the

Wes

tern C

ape

which

is a

pape

rless

prov

ince a

nd so

, ther

e was

not m

uch f

eedb

ack i

n a pa

per f

orm

from

the

Wes

tern C

ape.

Coun

cil re

comm

ende

d tha

t ano

ther q

uesti

onna

ire be

draw

n and

be di

stribu

ted

throu

ghou

t all n

ine pr

ovinc

es so

that

we do

not h

ave d

ata th

at ex

clude

s othe

r pro

vince

s

2. Po

st Le

vel 1

Teac

hers

Need

s An

alysis

proje

ctJu

st lik

e the

need

s ide

ntific

ation

proc

ess f

ollow

ed w

ith th

e pr

incipa

ls, de

puty

princ

ipals

and H

ODs,

the sa

me pr

oces

s will

be fo

llowe

d with

the P

ost L

evel

1 Tea

cher

s dur

ing th

e 201

5/16

CPTD

orien

tation

and s

ign-u

p ses

sions

and p

roce

sses

.

To d

ate 8

387

(7.60

%) q

uesti

onna

ires f

rom

a tar

geted

110

000

orien

tation

s and

sign

-ups

hav

e be

en re

ceive

d an

d ca

pture

d on

the

EXCE

L. Th

e pr

oces

s of a

nalys

ing th

is da

ta wi

ll be

done

in

the ne

w fin

ancia

l yea

r.

3. HO

Ds C

PTD

Sign

-up D

ata

Analy

sis (H

ODs P

rofile

)34

355 H

ODs s

igned

-up f

or pa

rticipa

tion i

n the

CPT

D sy

stem

by th

e end

of th

e 201

5/16 fi

nanc

ial ye

ar. T

his da

ta wi

ll be

analy

sed f

or pu

rpos

es of

unde

rstan

ding a

nd in

formi

ng th

e tea

cher

supp

ly an

d dem

and i

ssue

s in t

he D

HET

/ size

and

shap

e of th

e HOD

s and

teac

her p

rofile

proje

ct in

the D

BE.

HOD

data

analy

sed

indica

te tha

t the

re a

re m

ore

female

HOD

s tha

n ma

les in

the

coun

try.

KwaZ

ulu-N

atal h

as th

e ma

jority

of H

ODs

and

in ter

ms o

f pop

ulatio

n, the

high

est m

ajority

is

Afric

an. T

he m

ajority

of t

he H

ODs a

re b

etwee

n the

age

s 41

- 50

and

the P

rovin

cial E

duca

tion

Depa

rtmen

ts ar

e the

high

est e

mploy

ing b

odies

. Of t

he 3

4 35

5 sig

ned

up, 2

9 99

7 ind

icated

that

they a

re te

achin

g the

subje

cts th

ey sp

ecial

ised

on a

nd 2

9 23

3 ind

icated

that

they a

re h

eadin

g the

subje

cts th

ey sp

ecial

ised o

n.

4. Fin

alisin

g the

Prin

cipals

and

Depu

ty Pr

incipa

ls CP

TD S

ign-

up D

ata A

nalys

is (P

rincip

als

and D

eputy

Prin

cipals

Pro

file)

Same

as ab

ove.

Th

e Prin

cipals

and D

eputy

Prin

cipals

data

analy

sed i

ndica

te tha

t app

roxim

ately

59%

of al

l Pr

incipa

ls an

d Dep

uty P

rincip

als ar

e male

s. Th

e majo

rity of

indiv

iduals

in th

is gr

oup a

re

betw

een t

he ag

es of

51 -

60, fo

llowe

d by t

hose

betw

een t

he ag

es of

41 -

50. I

n the

Fre

e Stat

e, Ga

uteng

, Kwa

Zulu-

Natal

, Lim

popo

, Eas

tern C

ape,

Mpum

alang

a, the

Nor

thern

Cap

e and

the

North

-Wes

t, the

re w

ere a

lso a

few in

stanc

es of

Prin

cipals

, Dep

uty P

rincip

als, A

cting

Prin

cipals

an

d/or A

cting

Dep

uty P

rincip

als be

twee

n the

ages

of 22

- 29

(the

ir age

s wer

e dete

rmine

d by

mean

s of th

eir Id

entity

Num

bers)

5. Co

mpar

ative

stud

y on

natio

nal p

rofes

siona

l cou

ncils

an

d inte

rnati

onal

teach

ing

regu

lator

y auth

oritie

s

SACE

is re

posit

ioning

itself

to pr

ofess

ionali

se an

d reg

ulate

the

teach

ing pr

ofess

ion ef

fectiv

ely. P

art o

f the r

esea

rch pr

oject

involv

es le

arnin

g exp

erien

ces /

best

prac

tices

from

the o

ther

teach

ing co

uncil

s, oth

er pr

ofess

ional

coun

cils a

nd pu

blic

entiti

es of

simi

lar na

ture.

The d

eskto

p res

earch

has b

een fi

nalis

ed an

d all i

nputs

from

the d

eskto

p stud

y are

conti

nuou

sly

incor

pora

ted in

the i

mplem

entat

ion pr

oces

s.

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58 ANNUAL REPORT | 2015/2016

RESE

ARCH

PRO

JECT

SUMM

ARY

PROG

RESS

6. Fiv

e Yea

r Ana

lysis

of the

ed

ucato

r misc

ondu

ct ca

ses

refer

red t

o SAC

E.

This

rese

arch

proje

ct ha

s bee

n car

ried o

ver f

rom

the pr

eviou

s fin

ancia

l yea

r.Th

is re

port

has b

een fi

nalis

ed an

d app

rove

d by C

ounc

il. Th

e main

purp

ose o

f the r

esea

rch w

as to

an

alyse

the

discip

linar

y cas

es re

porte

d to

SACE

and

the

discip

linar

y san

ction

s app

lied

there

after,

by

inclu

ding t

he du

ratio

n tak

en in

the c

omple

tion o

f thes

e cas

es by

SAC

E. Th

e res

earch

outco

mes

must

furthe

r con

tribute

to C

PTD

strate

gies

and

inter

venti

ons

that e

nhan

ce S

ACE’s

cap

acity

of

deali

ng ap

prop

riatel

y and

prom

ptly w

ith th

e rep

orted

disc

iplina

ry ca

ses.

The r

esea

rch fin

dings

from

this

repo

rt ha

ve b

een

that m

ost c

ases

repo

rted

to SA

CE a

re in

the

Wes

tern

Cape

, foll

owed

by

KwaZ

ulu-N

atal, M

puma

langa

and l

astly

, the E

aster

n Cap

e. To

tal 58

9 cas

es of

assa

ult of

the l

earn

er

or c

ollea

gue

were

pro

vincia

lly re

porte

d to

SACE

ove

r a fi

ve-ye

ar p

eriod

. Th

e tre

nd s

hows

that

it is a

lead

ing o

ffenc

e in

most

prov

inces

; with

the

Wes

tern

Cape

Pro

vince

lead

ing in

the

assa

ult

of the

lear

ner o

r coll

eagu

e inc

luding

cor

pora

l pun

ishme

nt wi

th 34

5 re

porte

d ca

ses

follow

ed b

y Ga

uteng

and K

waZu

lu-Na

tal w

ith 70

and 6

8 rep

orted

case

s res

pecti

vely.

Kwa

Zulu-

Natal

is le

ading

in

finan

cial m

iscon

duct

with

118

repo

rted

case

s foll

owed

by t

he W

ester

n Ca

pe a

nd M

puma

langa

wi

th 57

and

31

repo

rted

case

s re

spec

tively

. Wes

tern

Cape

is le

ading

in u

npro

fessio

nal c

ondu

ct wi

th 68

repo

rted

case

s, fol

lowed

by K

waZu

lu-Na

tal a

nd G

auten

g wi

th 59

and

57

repo

rted

case

s re

spec

tively

. The

repo

rt als

o sh

ows t

hat t

he tim

e tak

en to

conc

lude

repo

rted

discip

linar

y cas

es to

SA

CE h

as im

prov

ed tr

emen

dous

ly ov

er th

e 5

year

per

iod, t

here

is a

conc

eited

effo

rt by

SAC

E to

reso

lve th

e ca

ses r

eferre

d to

them

spee

dily,

the tu

rnar

ound

time

with

more

case

s is n

ow sh

orter

tha

n in 2

008 w

hen c

ompa

red t

o 201

2 the

re is

a sig

nifica

nt im

prov

emen

t. Mos

t of th

e rep

ortin

g was

do

ne by

the P

rovin

cial D

epar

tmen

ts of

Educ

ation

and t

hey w

ere l

arge

ly on

follo

wing

:

•Fin

ancia

l misc

ondu

ct: F

raud

/mism

anag

emen

t (inc

luding

theft

), for

Kwa

Zulu-

Natal

, 118

, 5.3%

of

all pr

ovinc

ial ca

ses.

•As

sault

of l

earn

er/co

lleag

ue (i

nclud

es c

orpo

ral p

unish

ment)

, for

Gau

teng,

70, 3

.1% o

f all

prov

incial

case

s.•

Assa

ult o

f lear

ner/c

ollea

gue

(inclu

des c

orpo

ral p

unish

ment)

, for

Kwa

Zulu-

Natal

, 68,

3% o

f all

prov

incial

case

s.•

Unpr

ofess

ional

cond

uct:

Gene

ral m

iscon

duct,

for K

waZu

lu-Na

tal, 5

9, 2.6

% o

f all

prov

incial

ca

ses.

•Ha

rass

ment,

victi

miza

tion,

intim

idatio

n, hu

milia

tion o

f lear

ner a

nd co

lleag

ue, fo

r Gau

teng,

58,

2.6%

of th

e pro

vincia

l cas

es.

•Fin

ancia

l misc

ondu

ct: F

raud

/mism

anag

emen

t (inc

luding

theft

), for

Wes

tern C

ape,

57, 2

.6% of

pr

ovinc

ial ca

ses.

•Ha

rass

ment,

vict

imisa

tion,

intim

idatio

n, hu

milia

tion

of lea

rner

and

coll

eagu

e, for

Kwa

Zulu-

Natal

, 57,

2.6%

of al

l pro

vincia

l cas

es.

•Ab

sente

eism

(inclu

ding l

ate co

ming

), for

Wes

tern C

ape,

39, 1

.7% of

all p

rovin

cial c

ases

.•

Finan

cial m

iscon

duct:

Fra

ud/m

isman

agem

ent (

includ

ing th

eft),

for M

puma

langa

, 31,

1.4%

of

all pr

ovinc

ial ca

ses.

•Fr

aud

(inclu

ding

exam

frau

d, fra

udule

nt qu

alific

ation

s an

d ‘di

shon

esty’

. Exc

ludes

fina

ncial

fra

ud),

for W

ester

n Cap

e, 1.3

% of

all p

rovin

cial c

ases

.

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59SOUTH AFRICAN COUNCIL FOR EDUCATORS

THE CPTD NEWSLETTER & PROFESSIONAL MAGAZINE

For the CPTD Newsletter focused on providing CPTD related matters which included how provinces areimplementingtheCPTDManagementSystem,successstoriesonteamwork,reportingeducatorparticipationandpointsearned,andTheProfessionalMagazinesproducedfocusedonissuesaroundthe2015AMESAconferenceheldinLimpopoonthe3rdofJuly2015,ateacher’sperspectiveonthebenefitsofmothertongue.

SEMINAR IN ON-LINE PROFESSIONAL DEVELOPMENT PROGRAMS

ThemainfocusoftheSeminarwasoncomingupwitharealisticon-lineteacherprofessionaldevelopmentrubricwhichwillassistSACEinevaluatingon-lineprogrammesinameaningfulway”.TheSeminarwashappeningatthetimewhentheDepartmentofBasicEducationwasalsoengagedinOperationPhakisawhichwaslaunchedonthe6thofSeptemberunderthebanner“ICTinEducation:LeveragingICTstoimproveBasicEducation”.Thefollowingwerethetopicalthemesforthediscussions:

• Current Issues in Online Teacher Professional Development.

• Teacher experiences with Online Teacher Professional Development.

• Innovate practices in online teacher education in South Africa.

• On-line education will transform teacher professional development for the better.

• Education policies.

AworkinggroupwasformedandtaskedtocomeupwithacoordinatedapproachthatwilldeterminetheneedsandanationalICTstrategythatwillgiveguidancetoserviceproviderstoavoidhavingtrainingprogramswhicharenottakingusanywhere.

Financial performance

2015/2016 2014/2015

Programme/activity/objective Budget Actual

Expenditure(Over)/Under Expenditure Budget Actual

Expenditure(Over)/Under Expenditure

R’000 R’000 R’000 R’000 R’000 R’000

Policy and Research 2 000 1 132 868 1 000 670 330

Total 2 000 1 132 868 1 000 670 330

REVENUE COLLECTION

TheCouncilwasabletocollect100%ofthebudgetedincome.OfthetotalrevenuecollectedR11,6millionwasreceivedfromtheDepartmentofBasicEducationassubsidyfortheManagementoftheContinuousProfessionalTeacherDevelopment.R9,3millioninrespectoftheR11,6millionCPTDsubsidywasspentinthecurrentfinancialyear,andtheunspentR2,3millionhasbeendeferredtothefollowingfinancialyear.

The main source of funding for Council is subscription fees which have remained at R120.00 per membercollectablefromeachactivemember.TheothersourceoffundingisregistrationfeescollectedfromregisteringmembersatR400.00forforeigneducatorsandR200.00forSouthAfricaneducators.

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60 ANNUAL REPORT | 2015/2016

Capital investment

TheCouncilhaspurchasedthebuildingsituatedatno.240LenchenAvenue,CenturionforR60978738throughpublicbiddingprocess.SACEhadbeenaccommodatedinthispropertyunderLeaseAgreementsinceJuly2010.The transferprocesswas concluded in July2016owing to renovationsanddemarcationpurchase conditionswhichtooklonger.

TherentalwaswaivedagainsttheinterestgeneratedfromthetrustfundwhereinthepurchaseamountwaskeptpendingpropertytransfertoSACEname.

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61SOUTH AFRICAN COUNCIL FOR EDUCATORS

PART C: GOVERNANCE

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62 ANNUAL REPORT | 2015/2016

1 . INTRODUCTION

TheSouthAfricanCouncilforEducatorsSACEoperatesundertheauspicesoftheSACEAct(No.31of2000)asamendedbyBasicEducationLawsAmendmentAct(No15of2011).ItoperateswithintheconfinesofTreasuryregulationsandtheprescriptionsofthePublicFinanceManagementActasitpertainstoschedule3Aentities.

CouncilabidesbyprinciplescontainedintheKing’sreportonCorporateGovernance.

CouncilisaccountabletotheMinisterforBasicEducation.

2 . PORTFOLIO COMMITTEES

CouncilwasrepresentedattheBasicEducationPortfolioCommitteeon14April2015;21April2015;18August2015and14October2015.CouncilwasalsorepresentedattheSelectCommitteeonBasicEducationontheon17 June 2015.

Both committees were satisfied with SACE interventions. They emphasized the need for more proactiveinterventions regardingprofessionalismandgreater visibilityof SACE. TheSelectCommittee requestedmoredetailsregardingitsmandatesanddeliveryovertheyears.

ThecommitteeslaudedSACE’sContinuingProfessionalDevelopmentactivitiesandurgedSACEtopressaheadinthisregard.CouncilhasheededtheadviceoftheCommitteesandsuppliedadditionalinformationrequested.

3 . EXECUTIVE AUTHORITY

CouncilsubmittedquarterlyreportstotheMinisterofBasicEducationattheendofeachquarteron30July2015;30 October 2015; 30 January 2016 and 30 April 2016.

TheauthorityrequestedthatSACEpaysmoreattentiontoResearchandEthicscases.

4 . THE ACCOUNTING AUTHORITY / BOARD

Introduction

SACE is a professional council for educators that aims to enhance the status of the teaching profession andpromotethedevelopmentofeducatorsandtheirprofessionalconduct.

The role of the Council is as follows:

(a) withregardtothe registrationofeducators-

• mustdetermineminimumcriteriaandproceduresforregistrationorprovisionalregistration;

• mustconsideranddecideonanyapplicationforregistrationorprovisionalregistration;

• mustkeeparegisterofthenamesofallpersonswhoareregisteredorprovisionallyregistered;

• mustdeterminetheformandcontentsoftheregistersandcertificatestobekept,maintainedorissuedintermsofthisAct.

(b) withregardtothepromotionanddevelopmentoftheeducationandtrainingprofession-

• mustpromote,developandmaintainaprofessionalimage;

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63SOUTH AFRICAN COUNCIL FOR EDUCATORS

• mustadvisetheMinisteronmattersrelatingtotheeducationandtrainingofeducators,

• mustresearchanddevelopaprofessional development policy;

• mustpromoteh-servicetrainingofalleducators;

• may develop resource materials to initiate and run, in consultation with an employer, trainingprogrammes,workshops,seminarsandshortcoursesthataredesignedtoenhancetheprofession;and

• mustmanageasystemforthepromotionofthecontinuingprofessionaldevelopmentofeducators(asamendedbyBasicEducationLawsAmendmentAct15of2011).

(c) withregardtoprofessional ethics-

• mustcompile,maintainandfromtimetotimereviewacodeofprofessionalethicsforeducatorswhoareregisteredorprovisionallyregisteredwiththecouncil;

• mustdetermineafairhearingprocedure;

• subjecttosub-paragraph(ii),may-

(aa) cautionorreprimand;

(bb) imposeafinenotexceedingonemonth’ssalaryon;or

(cc) removefromtheregisterforaspecifiedperiodorindefinitely,orsubjecttospecificconditions,thenameofaneducatorfoundguiltyofabreachofthecodeofprofessionalethics;and

(d) maysuspendasanctionimposedundersub-paragraph(iii) (bb)or(cc)foraperiodandon conditionsdeterminedbythecouncil:

(e) ingeneral-

• mustadvisetheMinisteronanyeducationalaspect.

The Council

Theyear2013 saw theendof the term forCouncilwhichassumedofficeon1August2009 to31 July2013andushered in thenewCouncil for the term1August2013to31 July2017.The following tablesdepict thecompositionoftheCouncilandattendanceintheyearunderreview.

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64 ANNUAL REPORT | 2015/2016

Com

posi

tion

of th

e Co

unci

l for

the

term

1 A

pril

2015

to 3

1 M

arch

201

6

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Ms. V

eron

ica

Hofm

eeste

r -

Chair

perso

n

Chair

perso

n1 A

ugus

t 201

3-

BA –

Unive

rsity

of W

ester

n Cap

e;

B. E

D - U

niver

sity o

f W

ester

n Cap

e;

M. E

D – U

niver

sity o

f St

ellen

bosc

h (Inc

.)

Educ

ation

and

Orga

nised

Labo

urPr

ofess

ional

Deve

lopme

nt Co

mmitte

e3/3

Dr. L

ouis

H

Swan

epoe

l1 A

ugus

t 201

3-

B. C

omm,

HED

, B. C

omm

(Hon

ours

- Eco

nomi

cs),

M. C

omm

(Eco

nomi

cs),

Ph. D

, (Ed

uacti

onal

Ma

nage

ment)

Educ

ation

and

Scho

ol Le

ader

ship

Advo

cacy

and

Comm

unica

tion C

ommi

ttee

3/3

Dr. B

rahm

Flei

sch

1 Aug

ust 2

013

BA cu

m lau

de (H

obar

t Co

llege

);

MA (T

each

ers C

olleg

e –

Colum

bia U

niver

sity);

PhD

(Colu

mbia

Unive

rsity)

Profe

ssion

al De

velop

ment

Comm

ittee

2/3

Mr. E

lphus

Ma

seko

1 Aug

ust 2

013

-BS

c St

rateg

ic Ma

nage

ment

Regis

tratio

n Com

mitte

e3/3

Dr. H

endr

ik J

Deac

on1 A

ugus

t 201

3-

LLB

(Univ

ersit

y of

Oran

ge F

ree S

tate)

;

LLM

(Univ

ersit

y of

Oran

ge F

ree S

tate)

;

LLD

(Univ

ersit

y of

Oran

ge F

ree S

tate)

Educ

ation

& La

bour

law

Et

hics C

ommi

ttee

2/3

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65SOUTH AFRICAN COUNCIL FOR EDUCATORS

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Mr. J

ohn W

illiam

Be

ster

1 Aug

ust 2

013

-Hi

gher

Dipl

oma i

n Ed

ucati

onSc

hool

Mana

geme

ntMi

chae

l Mou

nt W

aldor

f Sc

hool

South

ern A

frican

Fed

erati

on

of W

aldor

f Sch

ools

Brya

nston

Org

anic

and

Natur

al Ma

rket

Euro

pean

Cou

ncil o

f Wald

orf

Scho

ols

South

Afric

an C

ounc

il of

Educ

ators

Natio

nal A

llianc

e of

Indep

ende

nt Sc

hools

Regis

tratio

n Com

mitte

e3/3

Dr. J

osef

Adria

an

Bree

d1 A

ugus

t 201

3-

B.Sc

; B.E

d (Ho

ns);

M.Ed

; Ph.D

; THE

D.Ed

ucati

on an

d Le

ader

ship

South

Afric

an E

du-ca

tion

Foun

datio

n; SA

OS

Pens

ion F

und;

Edup

en

Pens

ion F

und;

Tran

svaa

l On

derw

yser

sver

eenig

ing

Onde

rlinge

Maa

tskap

py

Finan

ce C

ommi

ttee a

nd

Exec

utive

Com

mitte

e

2/3

Ms. G

ugule

thu

Mbele

1 S

eptem

ber

2015

-Ho

n B.

ED (U

NISA

);

FDE.

(UNI

SA) ;

PTD

(EZA

KHEN

I COL

)

Educ

ation

Sch

ool

Lead

ersh

ip an

d Ma

nage

ment

ETDP

– SE

TA

SACE

End

orse

ment

Com;

CPTD

Orie

ntatio

n and

sign

-up

Advo

cacy

and

Comm

unica

tion C

ommi

ttee

2/3

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66 ANNUAL REPORT | 2015/2016

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Ms. G

aylin

Wen

dy

Bowl

es1 A

ugus

t 201

3-

H.Di

p Ed –

JCE

1989

Bach

elor o

f Arts

– UN

ISA

1119

8

FDE

– CAE

– Un

iversi

ty of

Preto

ria

Adva

nced

Cer

tifica

te in

Educ

ation

– Le

ader

ship

and M

anag

emen

t -

WIT

S

Educ

ation

and

Scho

ol Le

ader

ship

Prov

incial

Vice

Pre

siden

t –

Napto

sa G

auten

g

Memb

er of

the N

ation

al Ex

ecuti

ve C

ommi

ttee -

Na

ptosa

Regis

tratio

n Com

mitte

e

and E

xecu

tive C

ommi

ttee

3/3

Mr. G

eoffr

ey

Harri

son

1 Aug

ust 2

013

-BS

c UED

Bed

(Hon

) FD

E(Co

mp)

Certifi

cate

Labo

ur La

w

Diplo

ma M

anag

emen

t De

velop

ment

Educ

ation

and

Mana

geme

ntno

nePr

ofess

ional

Deve

lopme

nt Co

mmitte

e3/3

Mr. N

tjhotj

ho

Adam

Mos

ia1 N

ovem

ber

2013

-PT

C (M

phoh

adi

Teac

hers

Colle

ge);

SEC

(Vist

a Vud

ec);

SED

(Vist

a Vud

ec);

BA (U

nisa)

;

B Ed

(PU

CHE)

PDE

(Unis

a)

None

Profe

ssion

al De

velop

ment

Comm

ittee

3/3

Mr. M

xolis

i Bo

mvan

a1 M

arch

2015

Educ

ation

and

Orga

nised

Labo

urFin

ance

Com

mitte

e3/3

Mr. M

agop

e Lu

cas M

aphil

a1 A

ugus

t 201

3-

High

er E

duca

tion

Diplo

maEd

ucati

on an

d Or

ganis

ed La

bour

Old M

utual

Educ

ation

Trus

t; ET

DP S

eta B

oard

Mem

ber

Advo

cacy

and

Comm

unica

tions

Co

mmitte

e; an

d

Exec

utive

Com

mitte

e

3/3

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67SOUTH AFRICAN COUNCIL FOR EDUCATORS

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Mr. T

selis

o Le

dimo

1 Aug

ust 2

013

-Ed

ucati

on an

d Or

ganis

ed La

bour

Profe

ssion

al De

velop

ment

Comm

ittee

2/3

Ms. T

habil

e Ku

nene

1 May

2014

Educ

ation

and

Orga

nised

Labo

urAd

voca

cy an

d Co

mmun

icatio

ns

Comm

ittee

0/3

Ms. L

Mots

hwan

e1 M

ay 20

14Ed

ucati

on an

d Or

ganis

ed La

bour

Profe

ssion

al De

velop

ment

Comm

ittee

3/3

Mr. R

onald

Mo

roats

hehla

1 Aug

ust 2

013

-Ed

ucati

on an

d Or

ganis

ed La

bour

Ethic

s Com

mitte

e3/3

Ms. N

omar

ashiy

a Ca

luza

1 May

2014

Educ

ation

and

Orga

nised

Labo

urAd

voca

cy an

d Co

mmun

icatio

ns

Comm

ittee

3/3

Mr. S

ipho

Mayo

ngo

1 Aug

ust 2

013

-St

affing

Com

mitte

e3/3

Mr. M

okho

loane

Sa

muel

Moloi

1 Aug

ust 2

013

-ST

D(Te

ch);

FDE

Educ

ation

and

Orga

nised

Labo

urno

neEt

hics C

ommi

ttee

2/3

Mr. W

alter

Hlai

se1 A

ugus

t 201

3-

Staffi

ng C

ommi

ttee a

nd

Exec

utive

Com

mitte

e

3/3

Mr. J

onov

an

Rusti

n1 A

ugus

t 201

3-

Senio

r Prim

ary T

each

ers

Diplo

ma

Furth

er D

iplom

a in

Educ

ation

– Sc

hool

Mana

geme

nt

Educ

ation

and

Orga

nised

Labo

urno

neSt

affing

Com

mitte

e3/3

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68 ANNUAL REPORT | 2015/2016

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Ms. M

arie

Scho

eman

1 A

ugus

t 20

13-

BA BA (H

ons)

High

er E

duca

tion

Diplo

ma (H

ED)

MA

Staffi

ng C

ommi

ttee a

nd

Regis

tratio

n Com

mitte

e 2/3

Mr. K

. Gez

a1 A

ugus

t 201

3B

Juris

;

MBA

–Gen

eral

Post

Grad

uate

Diplo

ma

in La

bour

Law

Ethic

s Com

mitte

e3/3

Dr. N

onhla

nhla

Ndun

a-W

atson

1 Aug

ust 2

013

-Do

ctor o

f Phil

osop

hy

Degr

ee

Maste

rs of

Arts

in Te

achin

g

BED

in Ed

ucati

on

High

er E

duca

tion

Diplo

ma

Educ

ation

Ma

nage

ment

Profe

ssion

al De

velop

ment

Comm

ittee a

nd E

xecu

tive

Comm

ittee

2/3

Prof.

Pink

ie Ma

bund

a1 A

ugus

t 201

3-

Docto

r of P

hilos

ophy

De

gree

Maste

rs in

Educ

ation

Prac

tition

ers C

ourse

Ce

rtifica

te in

ABE

none

Ethic

s Com

mitte

e an

d Adv

ocac

y and

Co

mmun

icatio

ns

Comm

ittee

2/3

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69SOUTH AFRICAN COUNCIL FOR EDUCATORS

Nam

e

Desig

natio

n (in

term

s of

the P

ublic

En

tity B

oard

st

ruct

ure)

Date

ap

poin

ted

Date

re

signe

dQu

alifications

Area

of E

xper

tise

Boar

dDi

rect

orsh

ips (

List

the

entit

ies)

Othe

r Com

mitt

ees o

r Ta

sk Te

ams

(e.g

: Aud

it co

mm

ittee

/ Min

ister

ial

task

team

)

No. o

f Me

etin

gs

atte

nded

Mr. E

noch

T

Rabo

tapi

1 Aug

ust 2

013

-BE

D (H

ONS)

:A

sses

smen

t & Q

uality

As

sura

nce

Adva

nced

Dipl

oma i

n La

bour

Law

Bach

elor o

f Scie

nce i

n Ed

ucati

on

Profe

ssion

al De

velop

ment

Comm

ittee a

nd F

inanc

e Co

mmitte

e

2/3

Mr. H

angw

ani N

eil

Makh

aga

1 Nov

embe

r 20

14SP

TD

B ED

HON

S – U

niver

sity

of Pr

etoria

ACE

– Univ

ersit

y of

Preto

ria

M ED

– Un

iversi

ty of

Preto

ria (I

nc.)

Educ

ation

Le

ader

ship

Profe

ssion

al De

velop

ment

Comm

ittee

2/2

Mr. R

ej Br

ijraj

Chief

Ex

ecuti

ve

Offic

er

1 Aug

ust 2

013

-B.

A. (H

ons)

M.Ph

il (Inc

.)

Ethic

sAl

l Com

mitte

es3/3

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70 ANNUAL REPORT | 2015/2016

Com

mitt

ees

Com

mitt

ees

Com

mitt

eeNo

. of m

eetin

gs h

eldNo

. of m

embe

rsNa

me o

f mem

bers

The E

xecu

tive C

ommi

ttee

4 8

Ms. V

eron

ica H

ofmee

ster C

hairp

erso

n Dr

. Lou

is H

Swa

nepo

el De

puty

Chair

perso

nMr

. Walt

er H

laise

Dr. N

onhla

nhla

Ndun

a-W

atson

Mr

. Mag

ope M

aphil

aDr

. Jop

ie Br

eed

Ms. G

aylin

Bow

lesMr

. Rej

Brijra

j

Profe

ssion

al De

velop

ment

Comm

ittee

4 8

Dr. N

. Ndu

na-W

atson

- Cha

irper

son

Mr. G

. Har

rison

Mr. E

. Rab

otapi

Mr. N

.A. M

osia

Mr. T

. Led

imo

Mr. H

. Mak

haga

Dr. B

. Flei

sch

Ms. V

. Hofm

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71SOUTH AFRICAN COUNCIL FOR EDUCATORS

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72 ANNUAL REPORT | 2015/2016

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73SOUTH AFRICAN COUNCIL FOR EDUCATORS

5 . RISK MANAGEMENT

Duringtheperiod01April2015to31March2016,adetailedoperationalriskassessmentfortheorganisation(SACE)wasconducted.ThepurposeoftheriskassessmentwastoidentifybusinessrisksrelatedtoSACE.Therisksweremeasuredandratedintermsofimpactandthelikelihoodofoccurrence.Theriskassessmentwasusedtoidentifyriskmitigationplansrelatedtotheorganisation.Theassessmentidentifiedseveralhighrisks itemsthatshouldbeaddressedbyseniormanagement.Themitigationplanincludestheuseofadequateandeffectiveinternalandfinancialcontrols.

5 .1 . Strategic Risk Register

SACEmaintainsastrategicriskregister,whichcontainskeyrisksfacedbytheCouncilthatrequiretheattentionofseniormanagementorCouncil.TheregisterisregularlyupdatedandreviewedbytheCouncilandtheCommittee.

5 .2 . Managing Risk

TheCouncil,throughtheseniormanagement,isresponsibleforthemanagement,andputtinginplaceeffectivemechanismstoensurethatrisksareminimisedand/ormitigated.SeveralcontrolandfinancialinternalcontrolmeasureshavebeenimplementedasrecommendedbytheInternalAuditDivision.

6 . INTERNAL CONTROL

InternalControl isaprocess,affectedbytheCouncil,management,andotherpersonnel,designedtoprovidereasonableassuranceregardingtheachievementofobjectivesinthefollowingcategories:

• Effectivenessandefficiencyofoperations;

• Reliabilityoffinancialreporting;

• Compliancewithapplicablelawsandregulations;and

• Safeguardingofassets.

TheCouncilisresponsibleforestablishingasystemofinternalcontrolandregularlyreviewingitseffectivenessandrelevance.Thecontrolenvironmentenhancesthetoneofriskmanagementandprovidesthenecessarydisciplineandstructure.Itisthefoundationforallothercomponentsofriskmanagement.Thecontrolenvironmentincludesfactors, such as the integrity, ethical values, organisational culture, competence of people, management’sphilosophyandoperatingstyle,delegationofauthorityandresponsibility,thewayinwhichpeopleareorganisedanddevelopedaswellastheintentionanddirectionprovidedbytheCouncil.

Anumberofauditfindingswereidentifiedduringthecourseoftheyear,mainlyintheareasofHumanResourceManagement,Communication,ContinuingProfessionalTeachersDevelopment(CPTD),followuponprioryearauditfindings,andothercriticalareas.Allmattershavereceivedtheattentionofmanagementandsomearepartiallyresolved,whileothersarecompletelyresolvedissues.ThepartiallyresolvedissuesaremonitoredbymanagementandreportedtotheAuditCommittee.

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74 ANNUAL REPORT | 2015/2016

7 . INTERNAL AUDIT AND AUDIT COMMITTEE

TheCouncil’s InternalAuditActivity isgovernedbyaninternalauditcharter,whichisreviewedandapprovedannuallybytheCouncilandtheAuditCommittee.Thecharterdefinesthepurpose,authorityandresponsibilitiesoftheInternalAuditActivity.TheActivityhasadualreportingline;reportingfunctionallytotheAuditCommitteeandadministratively to theChief ExecutiveOfficer. The InternalAuditActivity is responsible for coordinatingInternalAuditeffortstoensuresufficientcoverageandactivity’sskillsareleveragedtomaximiseefficiency

7 .1 . Purpose of Internal Audit

Internalauditing isacatalyst for improvinganorganisation’sgovernance,riskmanagementandmanagementcontrolsbyproviding insightandrecommendationsbasedonanalysesandassessmentsofdataandbusinessprocesses.Withcommitmenttointegrityandaccountability,internalauditingprovidesvaluetotheCouncilandseniormanagementasanobjectivesourceofindependentadvice.

7 .2 . Summary of work performed

Duringthefinancialyear2015/16,internalauditperformedanumberofengagementsfromtheinternalauditplan;howeveranumberofauditengagementsplanned for thefinancialyearweredeferredto the followingfinancialyearduetotheresignationofthe InternalAuditstaffmembers.Theactivitiesforthefunctionwerebasedontheresultsofriskassessment,whicharecontinuouslyupdatedsoastoidentifynotonlyresidualorexistingrisks,butalsoemergingrisks.Theinternalauditreviewsconductedfocusedoninternalcontroldesign,financialinternalcontrolandoperatingeffectivenessforthespecificfocusareasreviewed.

Engagement Focus Area Progress Stage of Completion % Comment

Human Resources (HR)

Recruitment and selection, Terminations, Training and Skills Development, Performance Management, Administration and approval of travel and other allowances, Leave Management and Follow-up of prior Internal audit findings

Final Report Issued 100% Completed

Performance Audit APP and Strategic Planning Deferred to 2016/2017

Postage Receiving and capturing of mail and other documents Deferred to 2016/2017

Supply Chain Management (SCM) Purchasing of goods and services Deferred to 2016/2017

Communications Follow-Up on previously reported audit findings Final report Issued 100% Completed

Policy and Research Research systems and procedures and Follow up on previously reported findings Deferred to 2016/2017

Financial Management Review (FMR)

Budgeting Management, Revenue and Debtors, Creditors Management, and Expenditure Management

Deferred to 2016/2017

Registration Review of registration process and system Deferred to 2016/2017

Ethics Case Management and Ethics Management) Final report Issued 100% Completed

Continuous Professional Teaching Development (CPTD)

Provinces and Members Final Report Issued 100% Completed

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75SOUTH AFRICAN COUNCIL FOR EDUCATORS

Thetabledbelowdisclosesrelevantinformationontheauditcommitteemembers

Name Qualifications Internal or external

If internal, position in the public entity

Date appointed

Date Resigned

No. of Meetings attended

B Snayer BCom Administration - Education External 2010 – to Date N/A 2/3

K Karim BA Degree – Education Diploma – National Teachers Snr Certificate

External 2002 – To date N/A 2/3

P White Grade 12 External 2001 – To date N/A 2/3

C Ndlazi National Professional Diploma in Education

External 2011 – To date N/A 0/3

J. Rustin BA (UWC)HDE (UWC)BED Honours (UWC)Financial management for non-financial managers ( Unisa)Labour ( NMMU

External 2014 – To date N/A 1/3

8 . COMPLIANCE WITH LAWS AND REGULATIONS

The Council has established sub-committees to oversee delivery ofmandatory functionswithin the relevantlegislationsandregulations.Thecommitteesare:

• ExecutiveCommittee;FinanceCommittee;RegistrationCommittee;ProfessionalDevelopmentCommittee;EthicsCommittee;AdvocacyCommitteeandAuditCommittee.

ThesecommitteesformulatepolicieswhichguidetheoperationsandaidtheoversightrolesofCouncilandreportprogresstotheExecutiveCommitteeonquarterlybasis.ThepoliciesofCouncilarereviewedannuallytoensureconsistencywithcurrentlegislationsandregulations.

9 . FRAUD AND CORRUPTION

Inlinewithitszerotoleranceapproachtowardsfraud,corruptionandothereconomiccrimes,SACEhasrecognisedthatmanaging fraudrisk is imperativetothebusiness,and if sustained,effectivefraudriskmanagementwillimprovethecontrolenvironmentandenhanceSACE’soperationalperformanceandreputation.

Afraud-freeenvironmentisimportanttoSACE’seffortsforthecontinueddeliveryofmandatoryfunctions.

AsrequiredbyRegulation29.1.1oftheTreasuryRegulationsprescribedunderthePublicFinanceManagementAct, 1999 (ActNo. 1 of 1999).During the year under review, SACEhaddeveloped the fraud and corruptionmanagementplan.ThekeyfocusoftheplanistoidentifyfraudrisksareaswithintheambitofSACEtogetherwiththerelatedkeycontrolsidentifiedtopreventtherisksoffraud.

TheCouncilthroughFINCOrecommendedandapprovedtheFraudPreventionManagementPlanforthefinancialyear under review.

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10 . MINIMISING CONFLICT OF INTEREST

AllCouncilmembersarerequiredtodeclareanypossibleconflictofinterestineachmeetingasanagendaitem.All staffmembers have to complete declaration of interest forms annually tomanage possible conflict. Anyconflictedmemberisrecusedfromthediscussionoftheconflictedagendaitem.

TheCouncilhasaSupplyChainManagementPolicyandguidelinewhichguidestheprocurementofgoodsandservices.ASupplyChainunitunderthecontroloftheCFOexistsasacentralpointtoprocessallrequisitionsofCouncil.PropersegregationofresponsibilitiesamongstofficersandstructuresaswellasdelegationofpowersisimplementedintermsoftheSupplyChainManagementPolicy.Memberswhodeclareinterestarerecusedfromtherelevantdiscussion.Fortheyearunderreview,therewasnoviolationidentifiedinthisregard.

11 . CODE OF CONDUCT

TheCodeofConductforstaffisbeingreviewedinlinewiththebestpractices.TheneedforareviewwasidentifiedaftertherealisationthatthepreviousCodewasconstructedalongthelinesofprofessionalethics,assuch,posessomechallengesregardingimplementation.ThenewCodewillendeavourtocoverappealprocedures,tosomedetail,notcateredforinthepreviousversionanddistinctionbetweenseriousviolationsandminorinfringementswillbeexpandedupon,providingclarityonmisconductsandpenalties.Theprinciplesofcorrectiveaction,fairnessandconsistencywillbegiventhenecessaryattention.

12 . HEALTH SAFETY AND ENVIRONMENTAL ISSUES

Thebuildingisasmokefreezoneanddesignatedareashavebeenidentifiedforsmokers.Thesafetyequipmentischeckedandservicedtwiceayear.TheCounciltakesissuesofhealthandsafetyintheworkplaceseriouslytothisendcontinuoussafetytrainingisscheduledtobeconductedforsafetymarshals.Theareasonwhichcapacitybuildinghasbeenidentifiedarefirstaid,emergencytrainingandhealthandsafetymanagement.

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77SOUTH AFRICAN COUNCIL FOR EDUCATORS

13 . AUDIT COMMITTEE REPORTSOUTH AFRICAN COUNCIL FOR EDUCATORSAnnual Financial Statements for the year ended 31 March 2016

Audit Committee Report

We are pleased to present our report for the financial year ended 31 March 2016.

Audit committee members and attendance

The audit committee consists of the members listed hereunder and should meet 3 times per annum as per its approvedterms of reference. During the current year 2 meetings were held.Name of member Number of meetings attendedMr B Snayer (Chairperson) 2Mr K Karim 2Mr P White 2Mr J Rustin 0Mr G Bengel 1

Audit committee responsibility

The audit committee reports that it has complied with its responsibilities arising from section 77 of the PFMA and TreasuryRegulation 3.1.

The audit committee also reports that it has adopted appropriate formal terms of reference as its audit committee charter,has regulated its affairs in compliance with this charter and has discharged all its responsibilities as contained therein.

The effectiveness of internal control

The system of internal controls applied by the council over financial and risk management is effective, efficient andtransparent. In line with the PFMA and the King III Report on Corporate Governance requirements, Internal Auditprovides the audit committee and management with assurance that the internal controls are appropriate and effective.This is achieved by means of the risk management process, as well as the identification of corrective actions andsuggested enhancements to the controls and processes. From the various reports of the Internal Auditors, the AuditReport on the annual financial statements, and the management report of the External Auditors, it was noted that nomatters were reported that indicate any material deficiencies in the system of internal control or any deviationstherefrom. Accordingly, we can report that the system of internal control over financial reporting for the period underreview was efficient and effective.

The quality of the quarterly management reports were submitted in terms of the PFMA.

The audit committee is satisfied with the content and quality of monthly and quarterly reports prepared and issued bythe members of the council during the year under review.

Evaluation of annual financial statements

The audit committee has: reviewed and discussed the audited annual financial statements to be included in the annual report, with the

External Auditors and the council; reviewed the External Auditors' management report and management’s response thereto; reviewed changes in accounting policies and practices (delete if not applicable); reviewed the entities compliance with legal and regulatory provisions; reviewed significant adjustments resulting from the audit.

The audit committee concur with and accept the External Auditors' report on the annual financial statements, and are ofthe opinion that the audited annual financial statements should be accepted and read together with the report of theExternal Auditors.

Internal audit

The audit committee is satisfied that the internal audit function is operating effectively and that it has addressed the riskspertinent to the council and its audits.

External Auditors

The audit committee has met with the External Auditors to ensure that there are no unresolved issues.

4

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79SOUTH AFRICAN COUNCIL FOR EDUCATORS

PART D: HUMAN RESOURCE

MANAGEMENT

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1 . INTRODUCTION

Overview of HR matters at the public entity

TheHRunitislocatedunderCorporateServicesDepartment,whichissupervisedbytheChiefFinancialOfficer.AllHRrelatedfunctionstakeplaceinthisunitandareperformedbytheHROfficer,withtheexceptionofleaveadministrationwhichisrecordedinFinanceDepartmentandverifiedbyhumanresourcefunction.

ThefollowingaresomeoftheactivitiesandprogrammesthattakeplaceinHR.

• ReviewofHRpolicies;

• Employeerelations;support;

• Recruitment,selectionandplacement;

• Compensationandbenefitmatters;

• Facilitationofrelevantworkplacesolutionsinsupportofbusiness;

• HRadministrativesupportinrespectofallemployeerelatedmatters;

• Staffattendanceandleaveadministration;

• Learning and development services; etc

TheStaffingCommittee(STAFCO)isentrustedwithoversightonallhumanresourcerelatedmattersonbehalfoftheCouncil.ConditionsofservicemattersandmattersofmutualbenefitareasubjectofbargainingprocessesbetweentheEmployer(CouncilrepresentedbySTAFCO)andEmployee(organisedlabourformation)parties.Anumberofstaffmembershavebeenappointedtoactinvacantpositions,however,therearededicatedeffortstofillallvacantpoststhathavebeenidentified.

Workforce planning framework and key strategies to attract and recruit workforce

TheCouncilgeareditselftoimproveservicedeliverywhilecreatingopportunitiesforexperientiallearningatthesametime,tothisend19internshippositionswerecreatedanddistributedasfollows:Registration3,CPTD6,CorporateServices2,Finance2,Ethics3andtheDurbanProvincialOffice3.Thisexercise,itishoped,willassisttheCounciltoassessanddeterminethestaffingrequirementsandthecreationofpermanentpositions.Traininganddevelopmentcontinuetobeimplementedsuccessfully.TheCouncilcontinuestoexperienceshortageofstaffinthefollowingareas:Registration,onvettingofqualificationsandapprovalsandfinalisationofprovincialandheadofficeapplications,andmorepersonnelwillberequiredinorderfortheCounciltomakeasignificantimpactandin-roadsinrollingoutCPTDprogrammes.InsomeinstancestheCouncilhadtore-advertisetoensurethatskilledandcapableworkforcewererecruited.TheCouncil‘sdrivetoensuremoreaccessibilityandvisibilitywillbringwithittheneedtorecruitmorepersonnelespecially,ontheSACEICTinfrastructure.

Employee performance management framework

Theemployeeperformancemanagementframeworkisthesubjectofnegotiationsbyemployerandemployeeparties,assuch,theimplementationthereofisembargoed

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81SOUTH AFRICAN COUNCIL FOR EDUCATORS

Policy development

Employeewellnessprogrammesisworkinprogress.Itisworthnotingthatthisisplaguedwithhumancapacitydeficit, to theextent that theapproval toprocureandoutsourcedEAP isnotbeingexplored fully.Thereareanumberofchallenges intermsof linking interventionstotheperformanceof theorganisation.TheCouncilcontinuetoexperienceachallengeinrelationtothedevelopmentofapolicytoretainvaluedandcompetentemployeesandthishasbeengivenahighprioritystatusbytheendof2016,toensurecontinuityandcontinuedservice delivery.

Highlight achievements;

Thedevelopmentandapprovalofdisciplinemanagementandprocedures.

AllstopordersformedicalaidallowancescontinuetobepaidcentrallyensuringthatallemployeesbelongtoamedicalaidschemethuseffectivelyenforcingCouncilpolicy.

Challenges faced by the public entity

• UnderstaffingintheHumanResourceUnit.

• InadequateattentiontocapacitatinganddevelopingemployeesinallHumanResourcedisciplines.

• SystemtomanageHumanResourceswithinSACE.

• Lackofpoliciestoattractandretaincriticalskills.

Future HR plans /goals

• BuildingcapacitywithinHumanResourceUnit.

• Implementingallothergeneraltrainingprogramstoenhancecapacitiesandimproveperformances;

• Recruitmentandretentionoftoptalent.

• Work-lifebalanceandwellness.

• Conductingemployeesatisfactionsurveys.

• Developmentofadiverseandpositiveworkenvironment.

2 . HUMAN RESOURCE OVERSIGHT STATISTICS

Thepublicentitymustprovidethefollowingkeyinformationonhumanresources. Allthefinancialamountsmustagreetotheamountsdisclosedintheannualfinancialstatements.Whereconsideredappropriateprovidereasonsforvariances.

Personnel Cost by programme/ activity / objective

Programme/activity/objective

Total Expenditure for the entity

(R’000)

Personnel Expenditure

(R’000)

Personnel exp. as a % of total

exp. (R’000)

No. of employees

Average personnel cost per employee

(R’000)

Total number of employees 60 813 31 244 51,38 114 274

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82 ANNUAL REPORT | 2015/2016

Personnel cost by salary band

Level Personnel

Expenditure (R’000)

% of personnel exp. to total personnel cost

(R’000)

No. of employees

Average personnel cost per employee

(R’000)

Top Management 5 660 18% 4 1 415

Senior Management 6 918 22% 9 768

Professional qualified 7 121 23% 20 356

Skilled 4 954 15% 21 236

Semi-skilled 3 663 12% 17 216

Unskilled 2 928 10% 43 68

TOTAL 31 244 100% 114 274

Performance Rewards

Programme//activity/objective Performance rewards

Personnel Expenditure (R’000)

% of performance rewards to total personnel cost (R’000)

Top Management 0 0 0%

Senior Management 0 0 0%

Professional qualified 0 0 0%

Skilled 0 0 0%

Semi-skilled 0 0 0%

Unskilled 0 0 0%

TOTAL 0 0 0%

Training Costs

Programme//activity/objectivePersonnel

Expenditure (R’000)

Training Expenditure

(R’000)

Training Expenditure as a

% of Personnel Cost.

No. of employees

trained

Average training cost per employee

Finance 3 747 28 0.75% 5 6

PD and Research 4 022 40 0.99% 3 13

Communications 3 779 19 0.50% 3 6

Corporate Services 7 454 14 0.19% 2 7

Employment and vacancies

Programme/activity/objective 2014/2015 No. of Employees

2015/2016 Approved Posts

2015/2016No. of Employees

2015/2016Vacancies

% of Vacancies

88 118 114 4 3.39%

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83SOUTH AFRICAN COUNCIL FOR EDUCATORS

Programme/activity/objective

2014/2015 No. of Employees

2015/2016 Approved Posts

2015/2016No. of Employees

2015/2016 Vacancies

% of vacancies

Top Management 4 4 4 nil -

Senior Management 7 9 9 nil -

Professional qualified 17 20 20 nil -

Skilled 18 24 21 3 12.5

Semi-skilled 36 17 17 nil -

Unskilled 6 44 43 1 2.27

TOTAL 88 118 114 4 3.39

*Novacanciesofseniormanagementpositions.

Employment changes

Salary Band Employment at beginning of period Appointments Terminations Employment at end

of the period

Top Management 4 0 0 4

Senior Management 7 3 1 9

Professional qualified 17 3 1 20

Skilled 18 4 3 21

Semi-skilled 36 5 4 17

Unskilled 6 21 1 43

Total 88 36 10 114

Reasons for staff leaving

Reason Number % of total no. of staff leaving

Death -

Resignation 10 8.48

Dismissal -

Retirement -

Ill-health -

Expiry of contract -

Other -

Total -

Explanations:Seekingforgreenerpastures

Labour Relations: Misconduct and disciplinary action

Nature of disciplinary Action Number

Verbal Warning -

Written Warning -

Final Written warning -

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Nature of disciplinary Action Number

Dismissal -

Suspension Without Pay -

Equity Target and Employment Equity Status

Explanations:Provideexplanationsformajorvariancesbetweentargetandcurrentandattemptsmadebythepublicentitytoaddressthevariances.

Levels MALE

African Coloured Indian White

Top Management 1 0 0 0 1 0 0 0

Senior Management 8 0 0 0 0 0 0 0

Professional qualified 6 0 2 0 0 0 1 0

Skilled 3 0 0 0 0 0 0 0

Semi-skilled 11 0 0 0 0 0 0 0

Unskilled 2 0 0 0 0 0 0 0

TOTAL 31 0 2 0 1 0 1 0

LevelsFEMALE

AFRICAN COLOURED INDIAN WHITE

Current Target Current Target Current Target Current Target

Top Management 2 0 0 0 0 0 0 0

Senior Management 1 0 0 0 0 0 0 0

Professional qualified 10 0 0 0 0 0 1 0

Skilled 15 0 1 0 1 0 1 0

Semi-skilled 41 0 0 0 0 1 0

Unskilled 5 0 0 0 0 0

TOTAL 74 0 1 0 1 0 3 0

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85SOUTH AFRICAN COUNCIL FOR EDUCATORS

PART E: FINANCIAL INFORMATION

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87SOUTH AFRICAN COUNCIL FOR EDUCATORS

88

89 - 90

91 - 93

94 - 95

96

97

98

99

100

101 - 107

108 - 117

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96

91 to 93.

117

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89SOUTH AFRICAN COUNCIL FOR EDUCATORS

SOUTH AFRICAN COUNCIL FOR EDUCATORSAnnual Financial Statements for the year ended 31 March 2016

Audit Committee Report

We are pleased to present our report for the financial year ended 31 March 2016.

Audit committee members and attendance

The audit committee consists of the members listed hereunder and should meet 3 times per annum as per its approvedterms of reference. During the current year 2 meetings were held.Name of member Number of meetings attendedMr B Snayer (Chairperson) 2Mr K Karim 2Mr P White 2Mr J Rustin 0Mr G Bengel 1

Audit committee responsibility

The audit committee reports that it has complied with its responsibilities arising from section 77 of the PFMA and TreasuryRegulation 3.1.

The audit committee also reports that it has adopted appropriate formal terms of reference as its audit committee charter,has regulated its affairs in compliance with this charter and has discharged all its responsibilities as contained therein.

The effectiveness of internal control

The system of internal controls applied by the council over financial and risk management is effective, efficient andtransparent. In line with the PFMA and the King III Report on Corporate Governance requirements, Internal Auditprovides the audit committee and management with assurance that the internal controls are appropriate and effective.This is achieved by means of the risk management process, as well as the identification of corrective actions andsuggested enhancements to the controls and processes. From the various reports of the Internal Auditors, the AuditReport on the annual financial statements, and the management report of the External Auditors, it was noted that nomatters were reported that indicate any material deficiencies in the system of internal control or any deviationstherefrom. Accordingly, we can report that the system of internal control over financial reporting for the period underreview was efficient and effective.

The quality of the quarterly management reports were submitted in terms of the PFMA.

The audit committee is satisfied with the content and quality of monthly and quarterly reports prepared and issued bythe members of the council during the year under review.

Evaluation of annual financial statements

The audit committee has: reviewed and discussed the audited annual financial statements to be included in the annual report, with the

External Auditors and the council; reviewed the External Auditors' management report and management’s response thereto; reviewed changes in accounting policies and practices (delete if not applicable); reviewed the entities compliance with legal and regulatory provisions; reviewed significant adjustments resulting from the audit.

The audit committee concur with and accept the External Auditors' report on the annual financial statements, and are ofthe opinion that the audited annual financial statements should be accepted and read together with the report of theExternal Auditors.

Internal audit

The audit committee is satisfied that the internal audit function is operating effectively and that it has addressed the riskspertinent to the council and its audits.

External Auditors

The audit committee has met with the External Auditors to ensure that there are no unresolved issues.

4

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25 to 27

25 to 27

37 to 59

37 to 59

27 to 37

27 to 37

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NOTES

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