THE HANDBOOK FOR THE CODE OF PROFESSIONAL ETHICS - Some noticeable points for comment

Oct 19, 2026

Uploaded by Jasmine

This text comments on “The Handbook for the Code of Professional Ethics,” focusing on why the title matters and how professionalism is questioned, especially in the teaching profession. It traces the handbook’s origins to challenges such as teacher absenteeism and abuse, leading to SACE’s development of the Code. It explains the handbook’s structure, collective authorship, values alignment, and its purpose: to stimulate debate and improve ethical competence through real-life dilemmas and non-prescriptive guidance.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Introduction

The Book Itself

Its purpose

The Scope of the Handbook

THE HANDBOOK FOR THE CODE OF PROFESSIONAL ETHICS Some noticeable points for comment 1. Introduction: When one looks at the title the Handbook for the “Code of Professional Ethics” at a first glance, one is likely to pause and check and see if this book is relevant to his/her situation or not. What does the title suggests about the state of professionalism in the country or does it spell out that something is wrong or is it a book that aims at merely conscientising professionals about the Code? By the time you have thought about these questions, you would have realised that only one profession is under discussion here, i.e. the teaching profession. Everyday in South Africa we here, see and experience in one way or another instances of unprofessional conduct in various professions and the teaching profession is no exception. These unacceptable practices perpetuated by certain members of the teaching profession which range from teacher absenteeism to sexually abusing female learners by male teachers resulted in the formation of the South African Council for Educators (SACE) . SACE has therefore in an attempt to respond to these challenges developed the Code of Professional Ethics, which led to the production of this Handbook It is for this reason that this paper highlights some critical issues about the Handbook for the Code of Professional Ethics which the writer feels they are worth commenting on. 2. The Book Itself This final and revised version of the handbook is a product of collective effort and broader consultation where different writers mostly based at the University of Natal’s Ethics Centre who are experts in their fields were involved. It is also informed by insightful feedback from participants upon whom the Ethics and Values in Education workshops (EVE) using the pilot version handbook were conducted in all the nine provinces. As the title indicates -this Handbook for the ‘Code of Professional Ethics’ is unlike other teacher reference materials in nature and in form. It is a manual that teachers can actively interact with individually, in pairs or in a group with their colleagues. One other critical point to note about this Handbook is that its content is in tune with the values which an educator is expected to teach described in documents such as Norms and Standards for Educators, Curriculum 2005, the National Curriculum Statement and the Further Education and Training Curriculum Framework. This Code of Professional Ethics goes one step further and describes the values which should govern an educator’s working life. The book deals with issues that are central to their everyday professional lives in a thought provoking way thereby generating debates and discussions around what it means to be an ethical educator. The focus here is Ethical issues in education. Given the complex nature of what is ethical, the information in the Handbook is not prescriptive way – telling educators what to do in any specific situation. 3. Its purpose Categorically stated, the Handbook has two clear key purposes: 1. To provoke thinking, debate and discussion about ethical issues in education. 2. To sharpen your understanding of ethical issues and your ability to act ethically. First, it is evident from purpose no. 1 above that the primary focus of this book is on the ethical dimensions of being educator in a schooling system while acknowledging that the ethical issues are equally relevant for educators in any work place. However, for the purpose of this manual the ethical issues under discussion also includes those in (formal, informal and non-formal educational institutions) e.g. Adult basic Education and Training Centres, Early Childhood Development Centres, Further Education and Training Institutions and other learning sites The manual endorses SACE believe that developing the ethics of the profession means making the Code part of every educator’s professional life. Again the Handbook solicits that the

FAQs

Why does the text discuss the title “Handbook for the Code of Professional Ethics”?

It uses the title to question whether professionalism is in crisis and whether the handbook is meant to address practicing concerns for professionals, specifically educators.

What challenges led to the formation of the South African Council for Educators (SACE)?

Unacceptable conduct in education, including teacher absenteeism and male teachers sexually abusing female learners, prompted SACE to respond by developing the Code.

What are the handbook’s two main purposes?

To provoke thinking, debate, and discussion about ethical issues in education, and to sharpen understanding so educators can act ethically and make ethical decisions in everyday professional life.

Oct 19, 2026

Uploaded by Jasmine