"The Teacher Development Summit (‘the Summit’) of 29 June to 2 July 2009 represents an important historical moment: it has been a national gathering of all stakeholders, who have come together as a result of a call from teachers themselves through their organised formations and supported by the Department of Education, the Education Labour Relations Council (ELRC), the South African Council for Educators (SACE) and the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA).
The Summit has been a rare and important opportunity to think afresh and innovatively about the many challenges relating to teacher development. Practising teachers were strongly represented among the Summit participants, and made their voices heard both in the formal sessions and a special round table discussion in which they shared their experience of teacher development activities, both positive and negative."
From the Teacher Development Summit Report:
“1.1 South African teachers come with different historical qualifications and educational backgrounds, the majority of which were developed under apartheid structures that deliberately disadvantaged and underdeveloped large sections of the population. This has resulted in major differences in the development needs of teachers across the system, particularly with respect to confidence and competence in dealing with the National Curriculum Statement and changes in education more broadly.
1.2 Teachers continue to work in different and unequal contexts and with different levels of resourcing and support, especially in rural schools in comparison with urban schools and township schools compared with suburban schools.
1.3 A large number of serving teachers are not fully qualified (in terms of current requirements), and unqualified teachers continue to be employed, especially in rural schools, which exacerbates the already existing inequities in the system; we therefore continue to experience the consequences of inherited inequities in terms of equity of access to and the quality of teacher development.
1.4 The National Policy Framework for Teacher Education and Development (NPFTED) was published in 2007 after a long process of consultation and research with the intention of bringing clarity to a number of longstanding issues and providing the basis for several important innovations.
1.5 SACE is responsible for the endorsement of teacher development programmes to ensure quality and relevance and for implementation of the CPTD management and information system, including maintaining a database to track teachers’ professional development.
1.6 Collective agreements negotiated in the ELRC have made provision for professional development of educators, including the provision for teachers to devote 80 hours per year to teacher development. 1.7 There is a shared commitment to improve access to and the quality of teacher development and promote professionalism in teaching. “
Read the full report: http://sace.org.za/assets/documents/uploads/sace_71939-2016-08-31-TDS%20Declaration.pdf