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South Africa - Institutional Capacity Development in Primary Education
Title: 
Institutional capacity development in primary education
Location: 
Free State Province + National
Timing: 
2014 - 2016
Budget: 
Planned 2014 - 2016: €2,400,000
Donor: 
Belgian Federal Government (DGD)
Focus: 
Primary education, Teacher Development, School Leadership, Strategic Support
Challenge: 

The 2014 – 2016 VVOB support is aimed at the Basic Education sector through the Ministry of Basic Education and SACE and with focus on Free State province. Its goal is to improve the quality of in-service for educators, especially concerning numeracy. The 2014-2016 programme is addressing a central element in the Integrated Strategic Planning Framework for Teacher Education and Development (ISPFTED): the support to continuing professional development of teachers through Professional Learning Communities (PLCs).

Planned is that every province in South Africa would establish a Provincial Teacher Development Institute. These institutes would provide and coordinate continuing professional development. The current centres of the districts would become District Teacher Development Centres that support teachers.

Goal: 

Teachers and head teachers in primary schools use appropriate education, monitoring and follow-up strategies to improve the learning outcomes (in numeracy) of all students.

Partners: 

Strategic partner

  • National Department of Basic Education (DBE)

Operational partners

  • Structures within DBE: NICPD - CPTD - EMGD
  • South African Council for Educators (SACE)
  • Provincial Free State Department of Education (FSDOE)
  • District Teacher Development Centre (DTDC) in Lejweleputswa district (Free State province)
Approach: 

Support to continuing professional development of teachers through Professional Learning Communities (PLCs) is a central element in the ISPFTED and addressed in each of the four result areas that each refer to one partner:

  • The National Department of Basic Education (DBE) assists provinces in establishing and supporting Professional Learning Communities (PLCs) to strengthen teacher professionalism (in mathematics).
  • The South African Council for Educators (SACE) manages a well-functioning professional development management system.
  • The province of Free State plans and coordinates effective teacher development in mathematics subject knowledge and teaching skills.
  • The district of Lejweleputswa manages the implementation of effective teacher development in mathematics subject knowledge and teaching skills.