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Berlin/Cape Town/Zug – October 2023 – UBUNATION, a dynamic community and platform driven by compassion, kindness, and respect for others, is thrilled to unveil its inaugural campaign and collection in partnership with the We Love Football Academy (WLFA). WLFA, a non-profit organization headquartered in Cape Town, South Africa, is dedicated to empowering youth for a …
Teacher supply and demand by 2030: Securing SA’s future
South African teachers aren’t operating on survival mode since the public sector has solved the teacher shortages, writes Angie Motshekga.
As South Africa marks Teachers' Month, coinciding with last week's ceremony honouring the best in our teaching cohort, it's imperative to recognise the vital role teachers play in moulding our nation's future. The public sector's successful resolution of teacher shortages means our educators are no longer merely on “survival mode” even though resource constraints remain. Their impact, frequently extending beyond the classroom, is immeasurable. The significance of the Funza Lushaka Bursary Programme in bolstering South Africa's teaching profession is commendable. Here in black and white are facts and figures about teachers in SA today.
Since its inception, the Funza Lushaka Bursary Programme has facilitated the training and integration of new teachers into our educational system. From 2007, marking the year when bursars completed their studies and became eligible for placement in 2008, up to the most recent data for 2023, a cumulative total of 52 099 teachers have successfully completed their training through the Funza Lushaka programme.
This underscores its success in supporting teachers and rejuvenating the nation’s educational system with well-trained professionals.
The impact of Funza Lushaka on teacher placement: A decade in review
As we delve deeper into the data related to the Funza Lushaka Bursary Programme, another significant aspect comes to the fore – the successful placement of these trained educators within our educational system. This ensures that our investment in human capital translates into tangible benefits for our learners and the broader education sector.
From 2013 to 31 August 2023, spanning a decade and seven months, we have witnessed impressive placement rates across our Provincial Education Departments (PEDs).
Eastern Cape: Out of 6 608 trained teachers, 4 869 have been successfully placed, representing a placement rate of 74%. However, 1 739 remain unplaced.
Free State: Here, we see a higher placement percentage. Of the 3 092 educators, 2 752 have found positions, marking an 89% placement rate, leaving only 340 unplaced.
Gauteng: This province has seen the training of 9 423 teachers, with 8 002 of them (or 85%) being effectively integrated into schools. However, 1 421 are still seeking placement.
KwaZulu-Natal: With 9 012 trained educators, 6 908 have been placed (77%), while 2 104 await placement.
Limpopo: This province boasts one of the highest placement rates at 94%. Of 4 623 educators, 4 347 have been placed, leaving a mere 276 unplaced.
Mpumalanga: Here, 4 006 teachers were trained, and 3161 (or 79%) have been placed, leaving 845 awaiting placement.
North West: An impressive 96% placement rate is observed here. Of the 2 543 educators, 2 436 have found their roles in the education system, with only 107 still unplaced.
Northern Cape: Another province with an excellent placement rate of 96%. Of 1 166 educators, 1 115 have been effectively placed, and 51 remain unplaced.
Western Cape: From 6 867 educators, 5,127 have been successfully placed, making the rate 75%. However, 1 740 educators are still seeking placement.
Of the 47 340 educators trained over the past decade and seven months, 38 717 have been effectively placed within our educational system, representing an overall placement rate of 82%. While this achievement is worth celebrating, the data also underscores the need to address the 8 623 educators awaiting placement.
In other words, since 2013, 38 717 out of 47 340 Funza Lushaka graduates have found placement in schools, representing approximately 81.78% of these graduates. This translates to an average placement of about 4 300 graduates per annum. To put this into perspective, Funza Lushaka Bursary Scheme graduates placed in schools account for 20-25% of all graduates absorbed into the public education system each year. This figure is a testament to the programme’s significant contribution to rejuvenating the teaching profession.
The financial magnitude of investing in tomorrow’s teachers
However, a programme of this magnitude comes with substantial financial commitment. Between 2007 and 2022, the cumulative financial outlay for the scheme across all participating Higher Education Institutions (HEIs) amounts to a staggering R13 115 645 580.95.
These figures highlight the vast number of future educators being nurtured through the programme and the immense financial commitment to ensuring their readiness to shape the next generation. It’s essential to view this not merely as an expenditure but as a significant investment in the future of South Africa’s basic education system.
Investing in today’s educators for a brighter tomorrow
In 2023 alone, across all HEIs, some 10864 students have been funded to pursue their dreams of becoming educators. This comes at the cost of the fiscus of R1 164 539 332.47. This figure showcases a substantial investment into nurturing teaching professionals who will go on to play an integral role in our basic education system.
It’s worth noting that behind each bursary is an aspiring educator, a beacon of hope equipped to inspire our nation’s youth. This investment signifies belief in the transformative power of education and those who deliver it.
Teacher supply and demand by 2030
The cepartment’s research indicates two major factors: the ageing teaching workforce, which necessitates a new influx of educators, and a surge in learner numbers due to population growth. Given the current learner-educator ratio (LER) of 29.8:1, we employ around 405 000 educators in the public sector. However, by 2030, to maintain this LER, we’d require about 428 000 educators. Failing to meet this could result in the LER spiking to 31.6:1, signifying larger class sizes and potentially diminishing the quality of education. The challenge is further compounded when considering that funding plays a significant role in our ability to recruit and maintain these educators.
But here’s the silver lining: there’s already a surplus. Every year, while 31,000 fresh teacher graduates step out, only 18 000 to 20 000 are absorbed into the public sector, creating a significant reservoir.
However, quantity alone isn’t the solution. As the curriculum evolves with the Three Streams Model focusing on technical vocational and technical occupational streams, the quality and specialisation of training become paramount. Our bursary schemes must pivot, possibly minimising the general academic stream and emphasising the new curricular needs.
*Angie Motshekga is the Basic Education Minister in South Africa.
Matona
Mon, 10/16/2023 - 09:59
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Educators honoured at National Teaching Awards
Deputy President Paul Mashatile has reaffirmed government’s commitment to reinforcing teacher support and prioritising the professional growth of those who are the key drivers of basic education.
On behalf of the nation's people, the Deputy President saluted all teachers for their commendable and unparalleled contributions.
“Acknowledging that teaching is a labour of love and passion, as Government we are committed to reinforcing teacher support, and prioritising the professional growth of the women and men who are key drivers of basic education.
“Such a posture is critical in that it boosts their personal prowess and propels our schools towards unparalleled achievements. The wellness of all public servants in the Department of Basic Education must as such remain a priority, " he said.
The Deputy President was delivering remarks at the National Teachers’ Awards, held at the Hatfield Christian Church in Thaba Tshwane, Pretoria on Thursday.
This year marks 23 years since the first National Teachers’ Awards took place as spearheaded by the former Minister of Education, the late Professor Kader Asmal.
Mashatile said the awards will always serve as a reminder of the contributions of Professor Asmal to social transformation in South Africa, to the extent that the Lifetime Achievement Award is named after him.
The Deputy President used his address to recognise the daily achievements of teachers who quietly inspire students to overcome obstacles in life by believing in them, igniting a passion for learning in young, bright minds, and quietly planting the seeds of optimism for a better future in the classroom.
He said these are the triumphs that may not always make headlines, but carry children and youth towards the kind of prosperous society that we all envisage.
“In celebrating our teachers today, let us therefore renew our commitment to supporting them in every possible way, for in their success lies the success of our nation,” he said.
The Deputy President highlighted that unemployment, poverty and inequality are the three main challenges that plaque society today, adding that youth, women and other marginalised groups bear the brunt of these.
It is therefore, he said, the government’s responsibility to ensure that its policies are aligned across various departmental priorities.
“Our commitment to building a brighter future for our children is unwavering. We have taken note of the challenges, particularly concerning reports that our young learners struggle to read for meaning. A fundamental aspect of improving our education system hinges upon building robust foundations of literacy and numeracy from the earliest ages,” he said.
Mashatile highlighted that the system shift of Early Childhood Development (ECD) from the Department of Social Development to Basic Education is a testament to governmnet’s dedication to this cause.
He said this offers a ripe opportunity to instil these foundational competencies right from the early stages of education.
Turning to the Fourth Industrial Revolution, Mashatile said it presents both challenges and opportunities for us.
With the introduction of avant-garde subjects like Coding, Robotics, Data Analytics, and Science Technology, he said government aims to keep South Africa at the forefront of global innovation.
“Our fervent belief is that by equipping our learners with these competencies, we're not only making them globally competitive but are also paving the way for a technologically advanced and prosperous nation.
“We recognise that our teachers must be equally adept and updated to achieve this. We've begun substantial investments in training programmes to ensure our educators are well-versed with emerging technologies such as the Internet of Things, Robotics, Artificial Intelligence, and others.
“By doing this, we aim to cultivate a symbiotic growth pattern where our educators and learners evolve together, harnessing the boundless potential of the digital age,” he said.
Turning to climate change and the recent climatic disasters, the Deputy President said these events and others highlight the urgent need for environmental education and training in order to equip communities with the requisite skills and capacity to both respond to, and prepare for the inevitability of climate disasters.
He emphasised that education has an important role in raising awareness and changing behaviour. Globally, educators are tasked with the monumental role of raising awareness about climate change and nurturing a proactive generation in finding solutions.
“As we charter our course into this new era, the importance of a well-rounded, technologically adept, and socially responsible education cannot be emphasised enough.
“And at the heart of this mission are all the teachers of our country - those of you honoured today, and those who also dedicate themselves in earnest to the development of our children and youth through education. Let us continue on this journey, hand in hand, as we mould future generations that are equipped, empowered, and enlightened,” he said. – SAnews.gov.za
DikelediM
Thu, 10/05/2023 - 13:57
Only a third of children in SA are enrolled in ECD programmes