Integrated Strategic Planning Framework for Teacher Education and Development in South Africa - 2011–2025

Oct 19, 2026

Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025 outlines an evidence-based national approach to strengthen initial teacher preparation and ongoing teacher development. It responds to challenges including limited access to quality opportunities, mismatches between teacher supply and demand, fragmented TED planning, weak monitoring, and inadequate funding mechanisms. The framework defines a primary outcome to improve the quality of teacher education and development, thereby improving teachers and teaching across schooling from Grade R to Grade 12.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

Introduction

Outcome and outputs of the Plan

Enabling the implementation of the Plan

Strategic Planning Map for the Teacher Education and Development Strategic Planning Framework (2011/12–2025/26)

List of abbreviations and acronyms used in this document

List of organisations involved in the development of the Plan

Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025 Full Version Together, taking responsibility for teacher education and development basic education higher education & training Copyright: The Departments of Basic Education and Higher Education and Training All rights reserved. For use in publications please obtain the written permission of the Departments. Date of publication: 05 April 2011 ISBN: 978-1-4315-0394-0 Enquiries to Department of Basic Education 222 Struben Street Pretoria 0001 Tel: 012 357 3686 Fax: 012 324 4484 [www.education.gov.za](www.education.gov.za) Email: [teacherdevelopment@dbe.gov.za](teacherdevelopment@dbe.gov.za) Department of Higher Education and Training 123 Schoeman Street Pretoria 0001 Tel: 012 312 6293 Fax: 086 2989992 [www.dhet.gov.za](www.dhet.gov.za) Email: [eqp@dhet.gov.za](eqp@dhet.gov.za) Foreword The Teacher Development Summit, held in July 2009, was a ground-breaking event, which brought together for the first time all the stakeholders from across the teacher education and development sector in South Africa, with the primary goal of highlighting and addressing the challenges being experienced in teacher education and development, especially by teachers. Participants in the Summit included the teacher unions, the South African Council for Educators (SACE), the Education, Training and Development Practices Sector Education and Training Authority (ETDP SETA), the Education Labour Relations Council (ELRC), the national Department of Education (DoE) and the Higher Education South Africa – Education Deans’ Forum (HESA-EDF) . The Summit was marked by a positive collaborative spirit, and a commitment to addressing the issues by all who attended. The Summit resulted in a Declaration that called for the development of a new, strengthened, integrated national Plan for teacher development in South Africa. Stakeholders represented at the Summit continued to collaborate after the Summit towards the production of the new Plan. This document represents the outcome of their work. It is important to note that an evidence-based approach was adopted in order to come to the key recommendations that are put forward in this Plan. The evidence and the technical work that underpin the Plan are recorded in a Technical Report, which should be read in conjunction with this Plan. The Plan presented in this document is an Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, and as such should be understood as part of an ongoing, dynamic planning process, which will continue to rely on the input of all teacher education and development stakeholders, and through which the quality of teacher education and development will be improved over time. Together, taking responsibility for teacher education and development Contents Introduction 1 1. Outcome and outputs of the Plan 4 A. Outputs and activities to be led by the Department of Basic Education 4 Output 1: Individual and systemic teacher development needs are identified and addressed 4 Output 2: Increased numbers of high-achieving school-leavers are attracted into teaching 11 B. Output and activities to be led by the provincial education departments 12 Output 3: Teacher support is enhanced at the local level 12 C. Outputs and activities to be led by the Department of Higher Education and Training 15 Output 4: An expanded and accessible formal teacher education system is established 15 2. Enabling the implementation of the Plan 19 A. Collaboration and coherence in teacher education and development 19 B. A coordinated national system for teacher education and development 19 C. Adequate time for quality teacher education and development 20 D. Sufficient funding for quality teacher education and development 21 3. Strategic Planning Map for the Teacher Education and Development Strategic 22

FAQs

What is the primary outcome of the Plan?

The Plan’s primary outcome is to improve the quality of teacher education and development so that the quality of teachers and teaching is improved.

Which teachers and education roles does the Plan apply to?

It applies to all teachers serving the schooling system from Grade R to Grade 12, including classroom teachers, school leaders and managers, subject advisors, and other professionals supporting teaching and learning at school level.

How does the Plan address the challenges in teacher education and development?

It responds to challenges such as lack of access to quality opportunities, supply-demand mismatches, fragmented and uncoordinated TED approaches, tenuous teacher involvement in planning, and inefficient funding mechanisms with weak monitoring.

Oct 19, 2026

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