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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. 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For use in publications please obtain the written permission of the Departments.  \nDate of publication: 05 April 2011  \nISBN: 978-1-4315-0394-0  \nEnquiries to  \nDepartment of Basic Education  \n222 Struben Street  \nPretoria 0001  \nTel: 012 357 3686  \nFax: 012 324 4484  \n[www.education.gov.za](www.education.gov.za)  \nEmail: [teacherdevelopment@dbe.gov.za](teacherdevelopment@dbe.gov.za)  \nDepartment of Higher Education and Training  \n123 Schoeman Street Pretoria 0001  \nTel: 012 312 6293  \nFax: 086 2989992  \n[www.dhet.gov.za](www.dhet.gov.za)  \nEmail: [eqp@dhet.gov.za](eqp@dhet.gov.za)  \nForeword  \nThe 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.  \nParticipants 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) .  \nThe Summit was marked by a positive collaborative spirit, and a commitment to addressing the issues by all who attended.  \nThe Summit resulted in a Declaration that called for the development of a new, strengthened, integrated national Plan for teacher development in South Africa.  \nStakeholders 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.  \nIt 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.  \nThe 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.  \nTogether, taking responsibility for teacher education and development  \nContents  \nIntroduction 1  \n1. Outcome and outputs of the Plan 4  \nA. Outputs and activities to be led by the Department of Basic Education 4  \nOutput 1: Individual and systemic teacher development needs are identified and addressed 4  \nOutput 2: Increased numbers of high-achieving school-leavers are attracted into teaching 11  \nB. Output and activities to be led by the provincial education departments 12  \nOutput 3: Teacher support is enhanced at the local level 12  \nC. Outputs and activities to be led by the Department of Higher Education and Training 15  \nOutput 4: An expanded and accessible formal teacher education system is established 15  \n2. Enabling the implementation of the Plan 19  \nA. Collaboration and coherence in teacher education and development 19  \nB. A coordinated national system for teacher education and development 19  \nC. Adequate time for quality teacher education and development 20  \nD. Sufficient funding for quality teacher education and development 21  \n3. Strategic Planning Map for the Teacher Education and Development Strategic 22 ","cbCaitrjD65yaVkj","https://ap.wps.com/l/cbCaitrjD65yaVkj","pdf",521220,42,"English","# Introduction\n## Outcome and outputs of the Plan\n## Enabling the implementation of the Plan\n## Strategic Planning Map for the Teacher Education and Development Strategic Planning Framework (2011/12–2025/26)\n## List of abbreviations and acronyms used in this document\n## List of organisations involved in the development of the Plan","[{\"question\":\"What is the primary outcome of the Plan?\",\"answer\":\"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.\"},{\"question\":\"Which teachers and education roles does the Plan apply to?\",\"answer\":\"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.\"},{\"question\":\"How does the Plan address the challenges in teacher education and development?\",\"answer\":\"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.\"}]","Integrated Strategic Planning Framework for Teacher Education and Development in South Africa - 2011–2025 | PDF",106]