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Foundational Learning Technical Task Team (FLTTT) 31 October 2014

This document provides recommendations for improving teacher professionalism in the area of foundational learning, including Early Childhood Development and all phases of general schooling. It addresses issues with policy implementation, fragmented developments, and the need for collaboration and coordination among various stakeholders. The recommendations cover recruitment, teacher education, induction programs, mentorship, work environment, and progression. The aim is to support the lifelong acquisition of knowledge, skills, and competencies necessary for teachers to make a positive economic and social contribution to self and society.

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Foundational Learning Technical Task Team (FLTTT) 31 October 2014

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  1. Foundational Learning Technical Task Team (FLTTT) 31 October 2014

  2. Foundational Learning Scope • All phases of general schooling, including Early Childhood Development • A component in lifelong acquisition of knowledge, skills, competencies necessary for economic & social contribution to self & society • Supports HRD Commitment 3:

  3. Research findings: Teacher Professionalism, and Professionalisation • Policy frameworks and co-ordinating & collaboration structures are in place, but there are problems with implementation, and developments are fragmented: • South African Council for Educators (SACE) Act 2000. • National Policy Framework on Teacher Education and Development (NPFTED) (2007). • Minimum Requirements of Teaching Qualifications (MRTEQ) (2011). • Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED) (2011). • Collective Agreement 1 of 2008 : Framework for the establishment of an Occupation Specific Dispensation (OSD) for educators in public education

  4. Recruitment into the profession Preparation – Teacher Education Recruitment into School/ Employment Induction & mentor-ship Immediate work environment Extended work environment Progression Universities National Government TEACHERS Regulatory Bodies SAQA ETDPSETA CHE others.. Schools (learners) Provincial Government School Communities, SGBs TEACHER UNIONS Districts SOCIETY Research Organisations Conceptual Framework for addressing teacher professionalismPATHWAYS and KEY POINTS OF INTERVENTION for Becoming a teacher; Developing as a teacher; Practising as a teacher; Progressing as a teacher SACE

  5. Recommendations

  6. Recommendations

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