WCED Ranks High Among Premier's Awards Finalists

The Western Cape Education Department (WCED) submitted eight of the 13 finalists for the 2006 Premier’s Service Excellence Awards.

Premier Ebrahim Rasool will host an awards ceremony on Thursday, 23 November 2006 to recognise civil servants who have excelled at providing outstanding services to citizens of the Western Cape.

The awards ceremony will take place at the Cape Town International Convention Centre.

Judges shortlisted 13 out of 55 projects submitted by provincial government departments after a rigorous selection process. The eight WCED finalists are:

• Cape Teaching Institute
• Curriculum ICT/KM Unit
• Khanya Project
• LSEN Advisors (Metropole East)
• Teaching Assistant Programme
• WCED Client Services
• Western Cape Movement Education Association
• SA Schools Choral Eisteddfod Project (SASCE

The following are descriptions of these projects:

Cape Teaching Institute

The Cape Teaching Institute (CTI) was launched on 4 September 2002. Its purpose is to provide focussed in-service training to teachers of the Western Cape Education Department (WCED) based on research needs identified by national and provincial studies as well as the roll out of the New Curriculum Statement (NCS).

The CTI has offered training to many educators in the field of Numeracy, Mathematics, Literacy, Life Skills, Natural Sciences, Arts and Culture, Technology and Mathematical Literacy. In addition, training of School Management Teams (Principals and Heads of Department) has sought to ensure that teachers in turn are supported by competent and knowledgeable managers and leaders. Conferences are also presented to enable teachers to fully interact with each and share best practice in the classroom.

Leadership development at all levels of the system has been repeatedly identified as a weakness in the system. Staff are promoted into positions which demand leadership and management skills of a high standard. To respond pro-actively to this need the CTI has also offered induction programme to newly appointed Principals and Deputy Principals and courses to aspirant principals.

Special attention is also paid to the training of women in and into leadership and management positions to eliminate the huge disparity in management posts in terms of gender. The ultimate goal is to develop and offer leadership and management training to all staff who occupy or aspire to such positions.

Teachers attending the CTI courses are identified by EMDC officials and invited to attend courses during school term. Replacement teachers are employed in their positions at schools to allow them ample time to concentrate on the training.

Delivery of development has been the responsibility of expert service providers who are selected through a tender process and CTI staff is responsible quality assuring the delivery of the programmes.

Impact studies have been conducted to measure the value of the programmes.

Curriculum ICT/KM Unit

THE ICT Knowledge Management Unit is an integral part of the Curriculum Development Directorate of the Western Cape Education Department (WCED).

As such, it is at the forefront of providing teachers and officials with digital curriculum resources and training for teaching and learning. The three members of the Unit network widely and work in partnership with a range of others to achieve this end, and to ensure that educators have access to our products and services.

Our partners are the curriculum planners of the directorate; other directorates within the WCED; other provinces and the national Department of Education; the Khanya Project of the WCED; the Centre for e-Innovation of the Premier’s Office; ADESSA (Associated Distributors of Educational Supplies in Southern Africa); tertiary institutions; and other leading role-players in ICT such as CISCO, HP, Intel, Microsoft and the Shuttleworth Foundation.

A visit to our website (www.curriculum.wcape.school.za) shows our involvement in the critical areas of teaching and learning. There are about 50 sub-sites representing each learning area and subject of the national curriculum as well as a number of specialist sites like Assessment and ABET.

Through these sites, teachers can access digital resources for the classroom, news and photographs, discussion forums, mailing lists and recommended print resources. Links to other educational websites such as Thutong, the national education portal, Khanya and international sites give teachers an easy introduction to the best worldwide resources. The site has had over five million hits.

Through Curriculum Minutes sent to schools, teachers are made aware of the digital resources developed for the classroom on CD. These include such titles as the OBE Resource Kit, NCS Database and Tables for Planning and Barriers to Learning. In partnership with Sherston Software and Edit Microsystems, the Literacy Banks series in four South African Languages was developed, and readers in isiXhosa are under development with Edumedia in the WCED. Processes, policy documents and guidelines created by this unit are being used in other directorates, provinces and the National Department of Education.

Our annual planning, which dovetails carefully with current curriculum priorities, sets our key objectives driven by the iKapa Elihlumayo Human and Social Capital principles of the Province and Batho Pele Principles.

The Khanya Project

The Khanya Project is an initiative of the Western Cape Education Department (WCED) to support teaching and learning using information and communication technologies.

The WCED established Khanya in April 2001 to determine the contribution that technology could make towards addressing the increasing shortage of educator capacity in schools.

With many skilled educators leaving the profession, fewer ones entering it, and AIDS already starting to take a significant toll amongst educators, it was necessary to explore alternatives. One of these alternatives is to use technology, already being used extensively in other disciplines, as an aid to augment teaching capacity.

The emphasis of the Khanya project is not on providing computer technology for the sake of making learners computer literate, but rather to use technology as a teaching aid, hence to improve curriculum delivery.

Khanya has installed computer laboratories at 613 schools to date, with projects in various stages of completion at a further 241 schools.

Khanya has installed a total of 23 948 computers and has so far trained 15 773 teachers in how to use technology optimally for curriculum delivery. A total of 524 179 learners are already reaping the benefits of the project

The Provincial Government of the Western Cape provides the core funding for the project. Khanya also approaches donors. Given the success of the project to date, more and more donors are willing to support the project.

Khanya has also actively developing partnerships with local communities to contribute to establishing technology in schools, on the premise that education is a shared responsibility by the state, local community and parents.

The methodology developed is based on international best practice. Khanya is a programme of projects, where the engagement with a specific school is viewed as a unique project (based on the premise that one size does not fit all).

Khanya projects are typically introduced in two phases at Khanya schools, the first being to establish the facility, and the second is to establish an “e-school”.

LSEN advisors: learning support - Metropole East

The aim of the Learning Support Advisors for Learners with Special Education Needs (LSEN) in the Metropole East district of the Western Cape Education Department (WCED) is to equip educators with the necessary skills to support learners with learning barriers in Literacy and Numeracy.

The strategic goals and mandates of the team are to:

1. Manage and support Literacy in the mainstream schools
2. Development, support and training of LSEN teachers with main focus on Assessment, error analysis and planning.
3. Development of IEDP's (Individual Education Development Programme ) LSEN teachers
3. Advocacy and promotion of inclusive education
4. Support mainstream teachers regarding intervention in literacy and numeracy
5. Assist mainstream educators with lesson planning that includes differentiation
6. Literacy Intervention - managing language across the curriculum

The team's services for LSEN teachers include error analysis; assessment planning and development; and translation of learning support materials into isiXhosa.

The team assists teachers at mainstream schools in implementing literacy half hours; interventions designed to overcome learning barriers and to improve literacy and numeracy; advocacy for inclusive education; and workshops for isiXhosa-speaking teachers.

The LSEN team assists Foundation Phase teachers in lesson planning, ensuring collaborative support, LSEN teaching assistance and specialised assistance for isiXhosa-speaking teachers.

Intermediate Phase and High School teachers receive assistance in alternative assessment and in managing language use across the curriculum.

WCED Teaching Assistant Programme

The Western Cape Education Department (WCED) deployed 510 teaching assistants in poor schools across the province in 2006 to help improve learner performance in literacy and numeracy.

The WCED appointed the teaching assistants as from 15 March to 30 November 2006 to support Foundation Phase teachers.

The department decided to appoint the assistants after conducting surveys, which found that learners in Grades 3 and 6 are struggling to meet the requirements of the national curriculum, especially in poor communities.

The appointment of teaching assistants is a pilot project at this stage, involving 163 schools. If the project is successful, then the department will consider expanding this form of support.

The teaching assistant programme forms part of the WCED’s broader numeracy and literacy strategy, which in turn forms part of the department’s Human Capital Development Strategy for the Western Cape.

Teaching assistants are required to assist the class teachers to improve the numeracy and literacy skills of learners in the Foundation Phase, which covers Grades 1 to 3.
The duties of the teaching assistants include listening to learners’ reading, working with groups and individuals to improve literacy skills, numeracy skills, and assisting teachers with classroom organisation and management.

The teaching assistants are helping to supervise class activities, to allow teachers to teach groups of learners.

They are working closely with teachers on support programmes designed to develop the skills of learners with special problems, and will support learners who are not learning in their home language.

The teaching assistants attended a 34-day course, provided by Further Education and Training (FET) colleges. The colleges provided the course in seven week-long segments.

The WCED is investigating the possibility of establishing a Teaching Assistant Qualification and a course accredited with the South African Qualifications Authority for teaching assistants. The department will encourage teaching assistants wishing to obtain full teaching qualifications to enroll for part-time, full-time or distance courses.

The external evaluators have reported that the project is making a difference in most schools. The assistants are working well with the teachers they are supporting, and they are keen to make a difference in the reading, writing and numerical skills of the learners in their care. Schools are already requesting that the project should be continued in the New Year.

WCED Client Services

WCED Client Services of the Western Cape Education Department (WCED) offers comprehensive client support at its Walk-in and Call-in Centres in central Cape Town.

The vast majority of the WCED’s clients are teachers employed by the department. Members of the public also contact the service, mainly on issues relating to the Senior Certificate examinations.

The WCED employs about 30 000 teachers and about 8 000 public servants. Given the size of the staff, the department receives a steady stream of inquiries every month on employment benefits and salary issues.

A total of 60 890 people visited the Client Services Walk-in Centre from April 2005 to March 2006, accounting for an average of 5 074 visitors a month.

The Client Services Call Centre received 145 112 between April 2005 and March 2006, an average of 12 092 a month. The call centre assisted 96% of these callers immediately, while escalating 4% of calls to back offices for further assistance.

The Batho Pele Principles provide clear guidelines for client service by Client Services staff, to put people first. The WCED ensures that staff are trained to provide information and services in a friendly and professional manner, to ensure that dealing with the WCED is a pleasant experience.

Typical queries received by both the Walk-in Centre and the Call Centre include questions around appointments, medical aid, pensions, leave, bonuses, home allowances, acting allowances, debt repayments and general salary queries, among others.

Highlights for the Walk-in Centre over the past two years have included the services the team has offered to unemployed teachers.

The Walk-in Centre has initiated a database of unemployed teachers and actively seeks places for them in contract posts, temporary posts, posts at private schools and in the private sector where other opportunities may exist.

The Walk-in Centre found employment for 3 834 teachers in schools and other organisations between April 2005 and March 2006.

The team has engaged is fund-raising for the disabled over the past two years, and raised more than R20 000 for the disabled by selling Casual Day stickers in 2006.

Western Cape Movement Education Association

This programme was first mooted by Doreen Solomons, now Senior Curriculum Planner: Life Orientation at the WCED, in the Mitchell's Plain area to enhance the interest and understanding of the then Physical Education programme for girls among teachers. National dance classes led to the hosting of Eisteddfods in 1982.

Ex-colleagues, Dulcie Davids and Spasie Adams became involved in their respective areas soon afterwards.

In 1990 schools were invited and the Physical Education Advisers were instrumental in running the programme. This application is to share and of Team Western Cape Movement Education Association celebrates its successes because of the passion, commitment and drive displayed by the coordinators, secretaries and adjudicators

In 1991 the Association was instrumental in starting the schools Gymnastics programme as well as the Gymnaestrada held in 1993 at the Bellville Stadium where 3 000 participants were involved

The National Dance programme has been running non-stop throughout the years and the Grade R to Grade 12 educators have been attending workshops and the learners participating at the eisteddfods every year

Last year, Ms Solomons presented a paper at the IAPESGW Conference held in Edmonton University, Canada highlighting the development of this programme over the years. Eighteen educators affiliated to this Association accompanied her to demonstrate 5 dances. The work done in holistically developing our learners were acknowledged internationally by the Audrey Bambra dance award bestowed upon the Association at this Conference

South African (Tirisano) Schools Choral Eisteddfod

The South African Schools Choral Eisteddfod (previously known as The Tirisano Schools Choral Eisteddfod) is the largest national music event for schools since 2001. The eisteddfod is held on a district, provincial and national level. The eisteddfod has as it primary objectives:

• Mass participation in music activities for learners in primary and secondary schools
• Development of musical literacy and choral conducting among educators through music workshops and seminars
• Development of cultural and racial tolerance through music performances
• Strengthening the awareness of HIV/Aids through the performance of own composed songs focusing on this disease
• Development of creativity through the composition of jingles based on brand values of businesses associated with the eisteddfod.
• Identification and development of young musical talent at school as well as tertiary level

The provincial steering committee firmly believes that the eisteddfod must build capacity to achieve the iKapa Ehlihlumayo strategy of building human and social capital in the new year.

The Western Cape - A Home for All
INtshona Koloni - iKhaya loMntu wonke
Die Wes-Kaap - 'n Tuiste vir Almal