SACE PRESENTATION TO PARLIAMENT 2013 14 ANNUAL REPORT 17

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SACE PRESENTATION TO PARLIAMENT 2013/14 ANNUAL REPORT 17 OCTOBER 2014 1

INTRODUCTION (CEO) The South African Council for Educators (SACE) is governed by a new Council, which was inaugurated on 15 th August 2013 by the Minister of Basic Education. The new Council’s four-year term expires on 31 st July 2017. The Chairperson is Ms Veronica Hofmeester and the Deputy Chairperson is Mr Sibusiso Mchunu. SACE derives its mandate from the SACE Act (No 31 of 2000). Council has jurisdiction over approximately 450 000 teachers. SACE has functioned less than optimally due to the austere budget caused by savings for “the building reserve fund. ” Through disciplined spending, Council has saved enough to purchase the building it currently occupies. The budget for the current year therefore eases by about 25%, which will optimize delivery. SACE’s total revenue has been made up mainly of levies from educators amounting to approximately R 55 million and a special Government grant of about R 10 million. The grant has been utilized for expenses related to the Continuing Professional Teacher Development (CPTD) system, as per agreement. In spite of the budget constraints restricting output in SACE’s FIVE main areas of operation, SACE has delivered satisfactorily: 2

INTRODUCTION (CEO) 1. Council registered 25 314 new educators during the review period, leading to a total of 625 731 to date. Of these, 4682 were full registrations, leading to a total of 500147 to date and 20632 provisional registrations, currently standing at 108 951. 1630 provisional registrations were foreign educators with a total of 16633 to date. Council employs a stricter vetting regime for incumbents to prevent usage of fraudulent documents and avoid entry into the profession of individuals who cannot be trusted with learners. This process will be strengthened further by operationalising protocols with the African Forum for Teaching Regulatory Councils (AFTRA). Current projects include initiation of on-line registration, validation, rapid response systems, and categorization of registration and tracking of levies due. 2. The Council received 582 complaints for the current year on top of a backlog of 180 from the previous year. 343 cases have been finalized, leaving a balance of 419 cases to be carried over. The low turnover was due to budget constraints. The current budget and a newly adopted methodology for case management will eliminate backlogs and ensure that cases are resolved within a four-month cycle. Council is presently involved in interactions with relevant authorities to develop a more streamlined approach to respond to educator misconduct and to ensure that sanctions are adhered to. 3

INTRODUCTION (CEO) 3. The Professional Development division has picked up momentum, signing over 40 000 school managers for participation in the Continuing Professional Teacher Development (CPTD) system, having conducted nationwide orientation sessions. Council has endorsed 245 programmes (bringing the total to 495). Council’s next challenges are to mobilize the classroom practitioners to engage in more professional development programmes and activities, and to liaise with Departments of Education and providers to ensure relevant and accessible provision. 4. SACE’s Research section has been involved in the following areas: • International migration of Teachers in South Africa; • Principals’ and Deputy Principals’ needs identification; • Teacher demand supply; • Analysis of misconduct cases; and • Resource centre and virtual library. The section is busy finalizing proposals for professional standards and designations. The immediate challenge is to expand the section and optimise its mandate. 4

INTRODUCTION (CEO) 5. SACE excelled in its outreach activities, considering its minimal budget. Workshops and lectures were conducted in all the provinces covering all SACE’s operations. The Advocacy section managed SACE’s international engagements. SACE presides over AFTRA and attended its Conference and Round Table in Mombasa and its Steering Committee meetings in Accra and Pretoria. AFTRA seeks to professionalise teaching in Africa. To this end, SACE has lobbied its neighbouring countries to participate in AFTRA. The operational areas of SACE have been supported by sound administration and financial management. Thanks to the vigilance of Council, The Executive Committee, Finance and Audit Committee’s and efficient administration: • SACE’s finances are in good order; • Spending has been within budget; • Request for roll over is adequately motivated; • Procurement is effected as per legislative requirements; • Audit findings and recommendations have been followed up; and • SACE’s prognosis for future viability is good. 5

INTRODUCTION (CEO) Sincerest appreciation goes to: • Council and SACE Committees for their astute stewardship; • The Ministry and Departments of Education for sound leadership; • The Teacher Unions and other shareholders in Council for progressive direction and reliable support; • The SACE staff (of almost 100 members) for their loyal dedication; and • All Teachers for striving towards excellence in education. 6

REGISTRATION 7

REGISTRATION The Registration division’s strategic objectives are to: - Register educators who satisfy registration requirements for professionally qualified educators; - Update registration data; - Compile and maintain a sub- register of educators who are provisionally registered; - Maintain and sustain the credibility of the educator data base; and - Enhance the quality of the registration of teachers by introducing standards of entry into the profession. 8

REGISTRATION……… SACE registers educators who are professionally qualified by having acquired a minimum three year post matric qualification. These are PTD and STD. Those with PTC are also registered even though their qualifications are below three year study. Our registration requirements make room for such educators as their qualifications were recognised previously even though they now have to upgrade their qualifications. SACE is now moving to a four year teaching degree or equivalent. Students who are studying towards teaching are allowed to register provisionally until they obtain their qualification. To make it easier for them, SACE does an on-site registration at the different universities in their final year of study. Upon graduation they are expected to bring their certificates in exchange for a SACE certificate. Due to the complexity of education, we find many other professionals employed at schools as educators. There are many reasons given by the schools for this practice, from not getting qualified educators to the experience demonstrated by those employed. As SACE we are therefore required to register them under the conditional category. They are allowed to teach for a period of 3 years, and are expected to study for a formal qualification. 9

REGISTRATION……. Actual Planned Achievemen Target t 2013/2014 2012/2013 Actual Deviation form Achievemen planned target to t actual achievement 2013/2014 Comment on deviations Register educators who satisfy registration requirement s for professional ly qualified educators 50 748 32 000 25 314 6 686 Inaccurate prediction Update registration data 20 000 30 571 10 571 Far exceeded the target. 10

STRATEGY TO VALIDATE DATA BASE Cleaning and updating registration database by: ü Working together with the department and all unions in ensuring that we receive accurate data on the educators; Outreach activities are much more structured to ensure that all areas are covered, for outstanding registrations; and Liaising with other authorities e. g. Persal, Home Affairs etc. ü ü 12

PROFESSIONAL ETHICS 13

PROFESSIONAL ETHICS Purpose: To promote ethical conduct among educators through workshops, seminars, imbizo’s and the distribution of material that sets the standard of professional conduct; To improve case management processes; and To render support to schools, educators and stakeholders on ethical matters. 14

CASE MANAGEMENT Every complaint that the Council receives is investigated either telephonically, by written correspondence or by conducting a physical investigation at a school. As soon as all information has been collected, it is referred to the Ethics Committee for direction. The committee may recommend that an educator be charged, that a complaint be referred to a relevant authority, that a matter be mediated upon or that an advisory letter be forwarded to an alleged perpetrator. Should the Ethics committee recommend that charges be leveled against an educator, summons are issued against the educator and a hearing gets scheduled to take place at the earliest possible time. Most of our disciplinary hearings take the form of peer adjudication, this means that educators serve as presiding officers and panelists, and pass judgment on their fellow educators accused of breaching the Code of Professional Ethics. Our panel members are trained on issues of law, disciplinary procedures and various other legal processes to enable them to effectively carry out these duties. In the past financial year, the division has seen a sharp increase in the number of reported cases, especially in respect of educators who still apply corporal punishment, abuse learners sexually and educators assaulting one another within the school environment. This necessitated the division and ultimately Council to take a firm stance against this kind of abuse in an attempt to curb future occurrences. 15

CASE MANAGEMENT……. The division’s performance for the year under review was severely and negatively affected by the financial allocation for the year 2013/14. The financial situation prevented the division from conducting and finalizing as many disciplinary hearings as it had planned to do. Where possible and with parties willing, the division had to find creative ways of engaging with complainants and alleged perpetrators to mediate disputes. Some cases warranted that disciplinary measures be taken. SACE has also reviewed its disciplinary procedures to shorten the time frame allocated to deal with and finalise cases as speedily as possible. SACE held workshops for both in-service and pre-service educators and these were mostly focused on corporal punishment and sexual abuse, to alert pre-service educators of the pitfalls that exist within the profession and the type of behavior they ought to display when in service. SACE is currently planning a workshop on effective alternatives to corporal punishment , as this seems to be a challenge in most schools. 16

Programme Name ETHICS Key Performance indicators Actual Achievement 2012/2013 Planned Target 2013/2014 Actual Achievement 2013/2014 Deviation from planned target to actual achievement for 2013/2014 Comment on deviations Number of concluded cases as measured against the number of cases received for the year. Educators and stakeholders to be workshopped on the code of professional ethics Actual number of cases finalised 376 Expected number of cases to be finalised Actual number of cases finalised 343 While it was expected that a total of 650 cases would be received, a total number of 582 cases were received. A total of 343 cases were finalised. Resource constraints hampered progress. Actual number of educators and stakeholders work-shopped on the code of professional ethics: 5747 Few educators Owing to severe and stake holders budgetary could n be workconstraints. shopped physically as anticipated, however; many radio interviews were conducted across the various radio stations. 450 Actual number of educators and stakeholders work-shopped on the code of professional ethics: 7795 Expected number of educators and stakeholders to be workshopped on the code of professional ethics: 35 000 17

BREAKDOWN OF CASES RECEIVED FROM 01 APRIL 2013 TO 31 MARCH 2014 Total number of complaints received from 1 April 2013 to 31 March 2014 = 600 Province KZN 78 NC EC LP MP NW GP FS WC Total 4 36 29 37 21 79 21 277 582 Types of offences or breaches Verbal Abuse, Victimizatio n Harassment, Defamation. Sexual Miscon duct includin g Rape Fraud, Racis Theft, m Fin. Mismanagem ent Corporal Punishme nt, Assault. Unprof. Conduct, Alcohol Abuse, Absenteeism, Insubordinati on Neglige nce Threatenin No g to Jurisdictio kill/Murder n 98 82 42 202 146 5 1 18

Total number of on-site investigations conducted from 1 April 2012 to 30 March 2014= 53 Provinc e KZN 11 NC EC LP MP NW GP FS WC TOTAL 0 3 9 3 3 18 3 4 54 Total number of disciplinary hearings finalized from 1 April 2012 to 30 March 2013 = 21 Province KZN 6 NC EC LP MP NW GP FS WC TOTAL 0 2 2 3 2 4 2 0 21 19

Changes to planned targets No changes were effected to the planned targets. Overcoming Challenges • Non-finalization of cases is the lack of cooperation by the parents of abused learners; • This practice has impacted negatively on our operations, such that each year we have a lot of sexual abuse cases that are being carried over into the next financial year, not because they could not be closed, but we hope the cases get revived. • The battle against the abuse of learners is not about to be won until such time that these parents take the responsibility to protect their children and to support the SACE cause. • The second challenge that still prevails is that, many provincial departments still fail to report matters that have been received, processed and/or finalised by them. We will however, continue to engage with provincial departments of Education to realise this purpose. • The third challenge is clearing the backlogs. We now have trained a large group of panelists to help with investigations and hearings. A four month turnaround is our goal. 23

This practice has impacted negatively on our operations, such that each year we have a lot of sexual abuse cases that are being carried over into the next financial year, not because they could not be closed, but because we always live with the hope that the parent will one day come to his or her senses. Some get withdrawn, not because they could not be finalised but because parents chose to stifle and ultimately fail the system and by so doing, allowing an abuser to roam the school premises freely and continue to prey on other vulnerable learners. The battle against the abuse of learners is not about to be won until such time that those parents come to the party and take the responsibility to protect their children and to support the SACE cause. The other challenge that still prevails is that, while it is a statutory requirement that all disciplinary matters that have been reported to provincial departments be brought to the attention of SACE, such still remain a challenge as many provincial departments still fail to report matters that have been received, processed and finalised by them. We will however, continue to engage with provincial departments of Education to realise this purpose. 24

PROFESSIONAL DEVELOPMENT AND RESEARCH 25

INTRODUCTION AND BACKGOUND Professional Development and Research on Professional Matters 2013/14 Focus Areas: • • Establish SACE Provincial Presence for the implementation of the CPTD Management System CPTD and Orientation and Sign-Up for the Principals and Deputy Principals Approve Providers Endorse PD Activities / Programmes Conduct Research SACE Professional Magazine Monitoring and Evaluation of the CPTD Management System 26

SACE PRESENCE IN THE 9 PROVINCES FOR THE IMPLEMENTATION OF THE CPTD MANAGEMENT SYSTEM Achieved: The CPTD Status Report (2012) raised some issues concerning the lack of SACE offices in provinces. Issues raised in the CPTD status report include, amongst others, the following: Challenges around reporting channels and accountability to SACE if the CPTD management system is coordinated by the PEDS Continuing professional development is a provincial matter and therefore SACE need to have presence in provinces during the implementation stage The PEDs are providers of professional development and therefore issues of conflict of interest need to be looked at quiet carefully. SACE Provincial Presence Concept Developed and Approved by Council for implementation – Some learning experiences from the DBE’s IQMS Moderators Model Nine (9) SACE CPTD Provincial Coordinators posts advertised and 6 appointed by the end of the 2013/14 financial year – Re advertisement The SACE CPTD Provincial Coordinators are working in collaboration with Teacher development / Curriculum directorates in the Provincial Education Departments in terms of implementing and monitoring the implementation of the CPTD Management System. SACE Capacity to be strengthened, especially for monitoring and support at district and school levels 27

CPTD ORIENTATION AND SIGN-UP FOR PRINCIPALS AND DEPUTY PRINCIPALS TARGET : 40 747 30

CPTD ORIENTATION AND SIGN-UP FOR PRINCIPALS AND DEPUTY PRINCIPALS Not Achieved: 24 305 principals and deputy principals signed-up for the CPTD Management system the end of the financial year – 31 st March 2014 Province Total Target Variance GP 3982 4976 994 80. 03% -19. 97% NW 1764 2773 1009 63. 61% -36. 38% LP 2417 5738 3321 42. 12% -57. 87% EC 2435 7223 4788 33. 71% -66. 28% WC 2425 2905 480 83. 47% -16. 52% MP 2178 3115 937 69. 91% -30. 08% KZN 6952 9658 2706 71. 98% -28. 01% FS 1650 2971 1321 55. 53% -44. 46% NC 502 1388 886 36. 16% -63. 83% 24305 40747 Total 16442 59. 64% -40. 35% 31

CPTD ORIENTATION AND SIGN-UP. . . 70% - 100% Provinces 50% - 69% Provinces 0 – 49% Provinces Western Cape – 83. 47% Mpumalanga – 69. 91% Limpopo - 42. 12% Gauteng – 80. 03% Northwest – 63. 61% Northern Cape - 36. 16% KZN – 71. 98% Free State – 55. 53% Eastern Cape – 33. 71% • • All three provinces signed-up the principals / deputies manually • FS/MP - collaboration with the District Teacher Development Centres – challenges around resources and connectivity • NW/MP - CPTD system is part of the PEDs strategic plan, APPs and budget • Buy-in and support from senior management • Teacher development is either not strong at or does not exist at District level • TD funding challenges / Administration in EC/LP • Ongoing change in PEDs leadership / Senior Management not on board as yet • Slow start • • WC/GP Largely Electronic Sign-ups, all the Districts involved KZN largely manual signups, better plan, early start, Teacher Development and Support at District Level / PTDIs CPTD system is part of the PEDs strategic plan, APPs and budget in the three provinces Buy-in and support from Senior Management 32

CPTD ORIENTATION AND SIGN-UP VARIANCE AS AT 31 ST MARCH 2014 Limpopo, Eastern Cape, Northern Cape Varying statistics between DBE and PEDs Independent schools Additional forms lying in provinces PEDs post basket v/s filled posts Merging of small / farm schools Moving principals and deputy principal target – attrition (resignation, retirement, deceased) Aging management and leadership Processes for addressing the variance Database clean-up process and linkages with the development of LURITS 2 Data reconciliation with PEDs, DBE (EMGD and LURITS) Involvement of the SACE CPTD Provincial Coordinators Provincial Visits and Engagements 33

PRINCIPALS AND DEPUTY PRINCIPALS SIGN-UPS PER PROVINCE – AS AT 30 SEPTEMBER 2014 Province Total Target Variance GP 4201 4679 478 89. 78% -10. 22% NW 1801 2447 646 73. 60% -26. 40% LP 3038 4971 1933 61. 11% -38. 89% EC 5302 6340 1038 83. 63% -16. 37% WC 2418 2828 410 85. 50% -14. 50% MP 2266 2756 490 82. 22% -17. 78% KZN 7387 8056 669 91. 70% -8. 30% FS 1701 1852 151 91. 85% -8. 15% NC 553 835 282 66. 23% -33. 77% 28667 34764 6097 Total 82. 47% - 17. 53% 34

CURRENT STATUS st Since 01 April number of processes were put in place to enhance the principals and deputies participation rate in provinces: 2013/14 • Principals and Deputy Principals– CPTD Orientation and Sign-up in preparation for the 1 st three year CPTD cycle starting from January 2014 onwards CURRENT STATUS – 82. 47% 2014/15 • Principals / Deputy Principals– 1 st three year cycle starts (20142016) • HODs - CPTD Orientation and Sign-up in preparation for the 1 st three year CPTD cycle starting January 2015 • CURRENT STATUS 49% 2015/16 • HODs -1 st three year cycle starts (2015 – 2017 ) • PL 1 Teachers. CPTD Orientation and Sign-up in preparation for the 1 st three year CPTD cycle starting January 2016 35

OVERVIEW OF THE PROCESS OVER THE THREE YEAR CYCLE Teacher identify PD needs (IQMS, ANA, NSC Diagnostic Reports) Cycle completed. Certificate: Bronze (150) Silver (150 to 300) Gold (300+) Teacher engages in 3 types of PD Activities . . . Upload PD Activities and Earned Points on the CPTD Information System (CPTD-IS ) Reflection and Evidence of Participation: Professional Development. Portfolio Points Earned on PD activities by teachers 36

PROFESSIONAL DEVELOPMENT PORTFOLIO – PRINCIPALS AND DEPUTIES Professional Development Portfolio (PDP) Guidelines and Templates for Principals and Deputy Principals PDP Templates available Online through the CPTD Self-Service Portal Offline copies / Soft copy – SACE website) youtube - http: //www. youtube. com/watch? v=BXx. WIgo 9 Vc. I PDPs are used by principals and deputies to: Plan for their continuing professional development Record and reflect on their participation in Professional Development activities / programmes PDP Guidelines – Soft copy (SACE website) Report their participation to SACE twice a year (May/June and October/November) PDP – Monitoring and Support Tool Participation in the CPTD System Uptake of PD activities Impact / Effect of PD Uptake on Performance 37

150 APPROVED PROVIDERS AND 450 ENDORSED PD ACTIVITIES / PROGRAMMES 38

PROVIDER APPROVAL Not Achieved A total of I 64 New provider approval applications were received during the 2013/14 financial year From the 164 received applications the following process took place: 99 providers were approved 65 were not approved Reasons for variance: The advocacy for provider submission had not reached the majority of providers. There is higher concentration of providers in Gauteng than in other provinces Fewer providers in as far as provision for teacher development is concerned providers not meeting all aspects of the SACE criteria for approval were not considered until SACE introduced the third category of emerging providers As a way of strengthening advocacy and provider support, provider sessions were initiated and two provider forums were held in Gauteng and Limpopo provinces by the end of the financial year. Additional provider forum sessions were held in the Eastern Cape and Kwazulu. Natal provinces between April and September 2014 A CPTD Newsletter has been introduced as well 39

ACTIVITY / PROGRAMME ENDORSEMENT Not Achieved 641 new endorsement applications were received for the period under review ere processed as follows: 245 PD activities/programmes were endorsed and the majority of these are from the private providers; 114 were not endorsed – Support and re-submission process underway 109 have been evaluated and awaiting the endorsement process in the new financial year. 91 have not been evaluated fully (3 evaluators per activity principle) 12 were irrelevant for teachers; 20 were rejected because of incomplete documents 50 activities / programmes have not been evaluated as yet. Endorsed activities/programmes cover a wide range of topics and areas, such as, ICT Leadership and Management Communications Mathematics Physical science Special education needs School Discipline Policy development and implementation Gaps around Teaching children how to read Revision of the catalogues 40

OTHER CPTD SYSTEM KEY ACHIEVEMENTS – 2013/14 FINANCIAL YEAR CPTD System Launch – 28 March 2014 CPTD Management System Capacity building / information sharing sessions for 998 office-based educators responsible for supporting educators at all levels: Enhanced working relations between SACE and the PEDs, including stakeholders, on the implementation of the CPTD Management System Functional CPTD Information System with self-service web portal for teachers, schools, providers, and evaluators (www. sace. org. za) Instructional DVD for the CPTD Self-Service Web Portal CPTD System mobisite (www. sace. cptd. gov. za) CPTD Self Service Walk-in Centre at SACE Administered 12 200 principals and deputy principals needs identification survey through the CPTD Orientation and sign-up sessions ADVOCACY AND COMMUNICATION Two months radio campaign that consisted of adverts and interview sessions on all the SABC radio stations Slots in teacher unions and South African Principal Associations’ conferences at different levels Exhibitions in various educational gathers Posters and brochures sent to all the schools Utilisation of the SACE website for the CPTD information, support material and updates 41

OTHER CPTD SYSTEM KEY ACHIEVEMENTS – 2013/14 FINANCIAL YEAR Advertorial articles in national newspapers SACE Stakeholder Forum The following sets of the CPTD orientation, sign-up and advocacy/communication material were developed and distributed to the educators widely and through stakeholder conferences: • 60 000 CPTD System Handbooks; • 60 000 CPTD System Brochures; • 30 000 CPTD System Posters; • 100 000 Z-Folders on the relationship between the IQMS and the CPTD Management System; • 30 000 CPTD Self-Service Instructional DVDs; and • 30 000 Educators’ Guide on How to Participate in a three-year CPTD cycle; and • 30 000 CPTD system orientation and sign-up workshop booklets for principals and deputy principals. The booklets have the CPTD system presentation, Professional Development Portfolio, Manual sign-up forms, and Professional Development Points schedule 42

2013/14 POLICY AND RESEARCH ACTIVITIES SACE Professiona l Magazine Internal Teacher Migration Analysis of Educator Misconduct Cases referred to SACE from 2008 to 2012 Provider Capacity The Principals and Deputy Principals Needs Analysis Principals and Deputy Principals Profile RESEARCH ACTIVITIES / PROJECTS CPTD Monitoring and Evaluation - Quarterly Reports Policy and Research Seminars 43

FINANCIAL REPORT 44

AUDITOR’S REPORT Statements fairly represent financial position of SACE The report is unqualified Underperformance observed on case management and Research objectives Corrective measures in place for the current 45

STATEMENT OF FINANCIAL POSITION 46

STATEMENT OF FINANCIAL POSITION(CONT. . ) 47

NOTES Total assets increased by 15%. Cash equivalents increased by 43%( building reserve fund). Included in current liabilities is R 4. 7 mil differed government subsidy, by agreement. Financial position of council is positive. 48

STATEMENT OF COMPREHENSIVE INCOME 49

NOTES Revenue increased by 6% (registration fees). Council increased registration related fees w. e. f. 01. 09. 2013 as follows : S A educators from R 60 to R 200 : Foreign educators from R 120 to R 400 : Renewal of provisional certificates from R 0 to R 50 R 10. 4 mil of R 15 mil was spent on CPTD Unspent funds deferred to the following year The property in Visagie str. Pretoria was valued at R 10. 5 mil and sold for R 9 million, hence loss on sale of non-current asset of R 1. 5 mil. Planned surplus of R 13 mil was for the purchase of the building. Approval obtained to purchase the building; And Provincial offices to open in three provinces. 50

STATEMENT OF CHANGES IN EQUITY 51

NOTES Total equity increased by 16% to R 73. 6 mil. Building reserve fund growth is 55%( approved surplus from previous year and planned current year transfers). 52

STATEMENT OF CASH FLOWS 53

NOTES Net cash from operations decreased by 38%. There was a increase in cash paid to suppliers. Additions to plant and equipment is R 0. 6 mil which represent 67% decrease. Total cash at year end is R 71 mil (43% increase). 54

ADVOCACY AND OUTREACH 55

STAKEHOLDER RELATIONS In the past 18 months we have been able to spread our wings to cover most of the provinces. We managed to participate in a number of national and international stakeholder events and also had engagements that were meant at streamlining and ensuring the efficient functioning of SACE as an institution. Our national stakeholders include the Unions, DBE and other Education related organisations. The impact of all the interactions has been great as we were able to reach out also to fourth year students at different universities whom are very important to the growth of the profession. 56

NATIONAL STAKEHOLDERS Public Relations As part of our initiative to reach out to all the schools around our vicinity, we visited Walter Sisulu Primary School in Olievenhoutbosch and we addressed teachers and handed out information during the first day of schools in January 2014. In conjunction with the North West Department of Education from 13 -15 May 2014, the office was able to organise an outreach in two districts (Ngaka Modiri Molema & Dr Kenneth Kaunda) which ran parallel. We were able to reach out to 1400 educators in those districts. On the 13 August 2014, we successfully organised an outreach in Motheo district, Botshabelo, Free State and we were able to reach out to 800 educators. 57

NATIONAL ORGANISED TEACHING PROFESSION 58

NATIONAL TEACHERS UNION (NATU) Date Venue Activity Province Attendance February 2013 Coastlands KZN 557 31 July 13 Tembisa GP 600 18 - 21 September 2014 Imbizo Conference Centre National Principal Conference Regional conference Annual General Conference KZN 750 26 August 2014 Newcastle Launch of teacher development institute KZN 700 59

SOUTH AFRICAN DEMOCRATIC TEACHERS UNION (SADTU) Date Venue Activity Province Attendance 25 -26 April 2013 Mooi River Regional Conference KZN 260 16 -18 October 2013 Port Elizabeth Capacity Building Workshop EC 500 4 March 2013 UKZN Edgewood Campus Principals Workshop on CPTD KZN 1100 13 February 2013 Phoenix Education Workshop KZN 250 15 February 2013 Swanepoel Stadium, Ermelo Education Workers’ Forum MP 965 14 February 2013 Ndwedwe Capacity Building KZN 150 27 -29 June 2014 Bloemfontein Triennial provincial Conference FS 360 14 August 2014 Tzaneen LP 500 19 -20 August 2014 Mayflower & Ermelo Civic Centre Women’s Day Celebration Capacity Building Workshop MP 1300 12 September 2014 Bester hall Labour Seminar KZN 500 02 -05 October 2014 Boksburg National Congress GP 450 60

NATIONAL PROFESSIONAL TEACHERS ORGANIZATION OF SOUTH AFRICA (NAPTOSA) Date Venue Activity Province Attendance 17 August 2013 Polokwane Limpopo Annual Conference LP 600 05 October 2013 Germiston GP 550 16 August 2014 Polokwane World Teachers’ Day Celebration Annual Conference LP 400 Provincial Conference EC 450 8 -10 August NMMU 2014 Campus (PE) 61

PROFESSIONAL EDUCATORS UNION (PEU) Date Venue 27 July 2013 Brits 15 March 2014 Hammanskraal Activity Province Capacity NW Building on Code of Ethics GEC Meeting GP Attendance 280 350 62

PROVINCIAL DEPARTMENTS OF EDUCATION Date Venue Activity Province Attendance 22 August 2013 Tongaat Town Hall Women’s Day Celebration Annual Principal’s Closing function CPTD Orientation Workshops World Teachers’ Day Provincial National Teaching Awards Code of Conduct of Educators Workshops KZN 800 KZN 700 KZN 858 KZN MP 600 550 FS 450 LP 310 EC 890 NW KZN 190 MP 1500 KZN 150 KZN 200 29 November 2013 Pietermaritzburg 1 -4 October 2013 Umgungundlovu Destrict 03 October 2013 21 June 2013 Edendale Circuit Likweti Primary School 16 -31 July 2013 Qwa, Phuthaditjhaba 25 July 2013 Moletjie Moshate 29 - 31 July 2013 25 April 2014 05 March 2014 CPTD System and Discipline at Workplace Lusiki Capacity Building of Lusiki Teachers Mmabatho Convention Centre Le Bolotse Letsema Campaign Crescent Girls’ high School 04 September 2014 Emalahleni Civic Centre 01 October 2014 Edendale Circuit 02 October 2014 Plessislaer FET Campus Annual General Workshop for Independent Schools Teachers Call Initiative World Teachers’ Day Celebration 300 63

SOUTH AFRICAN PRINCIPALS ASSOCIATION (SAPA) Date Venue Activity Province Attendance 24 May 2013 Malamulele Annual Conference Limpopo 156 05 -06 June 2014 Polokwane 230 01 August 2014 Louis Trichardt Annual Limpopo Capricorn District Conference Vhembe Limpopo District SAPA Conference 07 October 2014 Polokwane National Conference 450 Limpopo 200 64

GOVERNING BODIES ASSOCIATIONS Governing Body Venue Date Attendance National SGB Eendraught Primary School (GP) 20 April 2013 60 Matlosana SGB Forum Klerksdorp Secondary School 30 November 2013 50 NASGB Domincan Special School 12 April 14 130 65

UNIVERSITIES Institution Venue Date Attendance UKZN Pinetown 04 March 2013 1100 TUT Akasia Hall 13 March 2014 360 NWU Vaal Campus 26 May 2014 180 CUT Welkom 180 UKZN Edgewood Campus 04 -05 August 2014 02 -03 October 2014 650 66

SACE was able to convene broad stakeholder forums with the National Leadership of unions and other statutory bodies on the following dates: Stakeholders Meeting Date SACE offices 23 April 2013 SACE Offices 13 November 2013 SACE Offices 20 February 2014 67

Other Stakeholders Date Motheo Training Institute Trust 2 August 2013 SANTS 4 July 2013 NIHE- Mpumalanga 19 July 2013 Sisonkhe Development Forum 29 June 2013 ACSI (Limpopo Educators Conference) 30 -31 May 2014 Motheo Training Institute Trust 02 October 2014 68

INTERNATIONAL STAKEHOLDERS 69

INTERNATIONAL STAKEHOLDERS SACE is the affiliate member of the African Forum for Teacher Regulatory Authorities (AFTRA) on the continent and is the only country in the SADC region which has a fully established and operational Council. The Council is also chairing this forum and has been tasked with ensuring that all African Countries establish similar organizations with the sole purpose of enhancing the quality of Teaching and Learning in AFRICA. We are also affiliated to the International Forum for Teacher regulatory Authorities (IFTRA) and are co-chairing with the Scotland Teaching Council. 70

INTERNATIONAL STAKEHOLDERS…. . q Another meeting was held with the leadership of the Swaziland National Association of Teachers (SNAT) and the following amongst others were recorded: ü Further meeting to be convened to help SNAT in the processes of council formation. q The success of these engagements is very important to AFTRA and SACE as the chair of AFTRA because it signifies that we are very committed to the course to achieve the mandate of ensuring that we assist our African counterparts to establish their teaching authorities. q The establishment of these authorities will have a huge impact to the education sector in Africa and will also help improving co-operation amongst African states in particular South Africa stands to benefit more in that we are receiving a huge number of African Teachers from across our borders and this will make it easier for us to employ authentic people since we shall be able to verify their status with their countries of origin which for now is a challenge. 71

MEDIA RELATIONS A series of radio interviews were also arranged with more than 10 radio stations (SAFM, Kaya FM, Lesedi FM, Motsweding FM, Ikwekwezi FM, Ligwala FM, Bush Radio, Ukhozi FM, Sekhukhune Community radio, Rainbow FM, etc. ) to advocate the role of the Council, as well as raising awareness about the services it renders. There is no doubt that the use of these African Language radio stations as a strategic communication platform enabled us to consequently reach several millions listeners. We secured TV interviews with SABC Leihlo la Sechaba Current Affairs (the Ethics Manager spoke about the role of SACE, violence in schools and corporal punishment. ) and Motswako (COO attended the show). We had several interviews with print media namely the City Press, Daily News, Dispatch, Drum Magazine, Mail & Guardian, Sunday Tribune and the Citizen 72

MEDIA PRODUCTION To improve communication with the external stakeholders and the profession as a whole the Council produced and distributed the following publications: 2012 -2013 SACE annual report Copies 1000 Registration Brochures 10 000 CPTD Brochures 10 000 Code of Ethics Brochures 10 000 2013 -2014 SACE annual report Copies 500 Registration Brochures 15 000 Code of Ethics Brochures 25 000 A 4 AFTRA Booklets 47 A 1 Code of Ethics Posters 45 000 WTD Posters 32 000 These documents were distributed to stakeholders at various events and through The Teacher newspaper was also utilised. 73

WEBSITE The website is a vital tool for us in collaboration with other mediums which we are utilising in disseminating information. The website is updated on a monthly basis and with collaboration with divisional Managers it is up to date. We ensured that the website become the source of information for all our platforms. The statistics indicates that on monthly basis there is an increase in number of hits, visitors and downloads. 74

SOCIAL MEDIA The social media has been a powerful tool for many companies around the world because it has the power to narrow the communications with stakeholders. It is important to note that the platforms are mainly to provide stakeholders with access to SACE information, increase transparency and accountability, create a stronger dialogue with constituents, strengthen stakeholder participation and increase the speed of constituent feedback and input. There has been huge progress made on our social media (Facebook and Twitter) to achieve the goals and objectives of the Council. At the current moment the Facebook has 2078 followers and Twitter has 647 followers. The Council would explore the opportunities to broaden its national footprint in the future so that more educators and other stakeholders can be reached. Obviously the implementation of this intention will be determined by the availability of the necessary capabilities (both human and financial) Also making inroads throughout the continent is also our priority in building on the impact we have so far made. 75

CONCLUSION The Council would like to extend a word of appreciation to the Portfolio Committee for affording us the opportunity to make this presentation. We are reliant on the committees stewardship and guidance in our quest to professionalise teaching. 76

THANK YOU 77