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Key elements include entry criteria for initial teacher education, renewed involvement in initial teacher education systems, a one-year mandatory induction and e-portfolio review toward full registration, and steps toward introducing periodic re-registration to improve data quality and planning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nProposed Teacher Professionalisation Pathway  \npage 5  \nThe SACE CPTD provider news  \npage 8  \nPAGE 2  \nRevitalising and Professionalising the Teaching Profession  \n From the CEO’s desk   \nSouth Africa does not exist in a vacuum. It is inevitably part of the global, continental and regional community that has education at the apex of its priorities.  \nThe process of revitalising and professionalising the teaching profession is at the heart of each and every country that has an agenda to ensure that its teaching force is of high quality and fitfor-purpose. This is evident in UNESCO’s Vision 2030’s Sustainable Development Goal (SDG) number four that seeks to “ensure inclusive and equitable quality education and promote life-long opportunities for all”. It went on to set specific targets that need to be met by countries regarding teachers.  \nSimilarly, the African Union’s Continental Education Strategy for Africa 2025 has, as one of its strategic objectives: “Revitalising the teaching profession to ensure quality and relevance at all levels of education”. In bringing it closer to home, the National Development Plan, SACE Act, National Policy Framework on Teacher Education and Development and the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa provide SACE with a clear mandate to set and maintain the professional and ethical standards, quality assure the provisioning of Continuing Professional Development, and manage a system for Continuing Professional Development with an ultimate goal of enhancing the quality of teacher education and development in order to improve the quality of teachers and teaching in the country.  \nIn responding to this call, we have reported previously that SACE has embarked on a massive programme to professionalise the teaching profession through a proposed teacher professionalisation path that addresses, amongst others, the following areas:  \n(a) Defining Criteria for Entry into Initial Teacher Education: This involves working collaboratively with the Department of Higher Education and Training, the Education Deans’ Forum, and the Department of Basic Education, in defining the kind of teacher to be produced by the South African schools and faculties of education. This will ensure that the collective comes up withinformed and agreed-upon criteria to admit student teachers into initial teacher education. In doing so, as the profession, we will go beyond the higher education institutions’ Admission Point Score (APS) and look at other attributes that are pivotal in defining the kind of teacher required. The identified stakeholders will be meeting soon to ensure work is done in this area.  \n(b) Initial Teacher Education: SACE has been absent in the initial teacher education space for quite some time, and therefore it is putting processes and systems in place, and working very closely with the schools and faculties of education, so that it can begin to: influence initial teacher education programme content; ensure curriculum coverage on ethical teaching and the SACE Code of Professional Ethics; streamline the provisional registration processes; and move towards registering student teachers from the first year of study, provisionally for a period of six years. Coupled with this, SACE has commenced a process of introducing SACE days in the higher education institutions, as well as participating in the graduation ceremonies with the purpose of accepting the newly qualified teachers into the profession and issuing them with SACE registration certificates instantly. This has already taken place with just over 400 graduates at the Central University of Technology in Bloemfontein on the 27th March 2018. We are looking forward to expanding the service as many student teachers and universities have shown interest through our social media platforms.  \n(c) One","cbCaisMLpqKXDu0H","https://ap.wps.com/l/cbCaisMLpqKXDu0H","pdf",1107071,12,"English","# Revitalising and Professionalising the Teaching Profession\n## From the CEO’s desk\n## Proposed Teacher Professionalisation Pathway\n## The SACE CPTD provider news","[{\"question\":\"What policy and international frameworks motivate SACE’s work on teacher professionalisation?\",\"answer\":\"SACE links its agenda to education commitments such as UNESCO’s Vision 2030 SDG 4 and the African Union’s Continental Education Strategy for Africa 2025, alongside South African policy mandates under the SACE Act and teacher education and development frameworks.\"},{\"question\":\"What does the proposed teacher professionalisation pathway include?\",\"answer\":\"It includes defining criteria for entry into initial teacher education, improving initial teacher education processes and systems, implementing a one-year mandatory induction with e-portfolio support for review, and introducing a periodic re-registration approach.\"},{\"question\":\"Why is periodic re-registration being introduced?\",\"answer\":\"It addresses limitations of once-off registration, such as outdated information and certificates that do not reflect lifelong eligibility, enabling a database that is updated regularly for better planning and decision-making.\"}]","SACE EDUCATOR’S PULSE - Issue 4 - April 2018 | PDF",1792379301]