11 SES 06, Improvement of Teaching Processes
There is consensus that the South African schooling system performs well below its potential (Department of Basic Education, 2011; Van der Berg, et al., 2011; Bantwini & Feza, 2015) and therefore improving it is a prerequisite for the country’s long-range development goals the (Department of Basic Education [DBE], 2011). Schooling is a key priority as it possesses significant implications for the economic well-being of the country (DBE, 2011). The National Development Plan (The Presidency, 2011) asserts that the quality of the schooling system impacts significantly on further education, college, higher education and society’s ability to innovate. Nevertheless, one of the utmost and persistent challenges confronting the schooling system is the production of sufficient qualified, competent teachers, who can provide quality teaching for all school subjects and phases (Centre for Development Enterprise, 2015; Broekhuizen, 2015; Arends, 2011). Sufficient qualified teachers are key in changing the status quo of the South African schooling as they ensure that learners receive the quality basic education (Paterson and Arends, 2008; Van der Berg, et al., 2011). Several researchers (Adendorff, Mathebula & Green, 2015; Paterson & Arends, 2008) argues that the delivery of quality learning in any education system depends on sustaining the supply of quality and sufficient teachers to meet the demand. Also common from the research is that the South Africa higher education institutes are still not producing sufficient numbers of new graduates that will meet the annual demand for qualified new teachers. Thus, lack of quality teacher supply result to poor quality schooling. Spaull (2013) argues that poor quality schooling at the primary and secondary level in South Africa severely limit the youth’s capacity to exploit further training opportunities. In Spaull’s view, the existing skills deficiencies among those who are the product of an underperforming school system are likely to persist.
This study explores and discusses some of the critical issues impacting the supply and demand of educators in the scarce and critical skills areas in the schooling sector. The following questions are used to guide the study: (1) what are the scarce skills in the schooling sector? (2) How effective are the supply-side measures in addressing skills shortage in the schooling sector? (3) What are the implications of the national strategies and plan for skills development in the schooling sector? The issue of supply and demand in the schooling sector is aligned with the South African national strategies and plan for skills development in the schooling sector. The National Development Plan (The Presidency, 2011) identifies provision of scarce and critical skills and enhancement of educator skills as critical in the schooling sector and possess implications for the economy of the country in general.
Arends, F. (2011).Teacher shortages? The need for more reliable information at school level. Review of Education, Skills Development and Innovation, November 2011. Human Sciences Research Council (HSRC). pages 1-4. Bantwini, B.D. & Feza, N.N. (2016). Left Behind in a Democratic Society: A Case of some Farm Primary School Natural Science Teachers in South Africa. (International Journal of leadership in Education). http://dx.doi.org/10.1080/13603124.2015.1124927 Centre for Development and Enterprise (2015). Technical report: Teacher supply and demand in South Africa: 2013-2025. Available online: http://www.cde.org.za/publications/education-skills-and-markets Department of Basic Education. (2011). Action Plan to 2014: Towards the realization of Schooling 2025. Pretoria, South Africa. National Education Evaluation and Development Unit (2013). National Report 2013: Teaching and Learning in Rural Primary Schools. Pretoria, South Africa. Paterson, A and Arends, F. (2008) Who are we missing? Teacher graduate production in South Africa, 1995-2006. Southern African Review of Education, 14(1-2): 95-118. Peltzer, K; Shisana, O, Udjo, E; D Wilson, Rehle, T; Connolly, C, Zuma, Z; Letlape, T, Louw, J; Simbayi, L, Zungu-Dirwayi, N; Ramlagan, S, Magome, K; Hall, E, Phurutse, M. (2005). Educator Supply and Demand in the South African Public Education System Integrated report. HSRC Press. Cape Town. Spaull, N. (2013). South Africa’s education crisis: The quality of education in South Africa 1994-2011. Report Commissioned by the Centre for Development and Enterprise. The Presidency. (2011). National development plan: Vision for 2030. National Planning Commission. Pretoria, Republic of South Africa. Van der Berg, S., Burger, R., de Vos, M., du Rand, G., Gustafsson, M., … & von Fintel, D. (2011). Low quality education as a poverty trap. Stellenbosch: Stellenbosch University.
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