Types Of Training


Types Of Training

Curriculum Assessment Policy Statement (CAPS) Orientation for Foundation Phase and Grade 10 Teachers

Through the Teacher Union Collaboration Initiative, the SCNPDI was asked to prepare and deliver content training to teachers in KwaZulu-Natal and Mpumalanga, as part of the DBE’s programme to introduce the new Curriculum Assessment Policy Statements (CAPS) to teachers. The Institute developed a two-day training programme which covered CAPS for Foundation Phase Home Language, Mathematics and Life Skills and Grade 10 Mathematics, Home Language, English First Additional Language, Life Orientation, History, Geography, Mathematical Literacy, Business Studies, Life Sciences, Tourism and Agricultural Sciences.

SADTU, being the largest teacher union in South Africa, was best placed to train large numbers of teachers as required by the DBE and the SCNPDI was therefore asked to extend the scope of the programme and train additional lead teachers across seven provinces.

Assessment for Learning

The Assessment for Learning (AfL) Professional Development Programme was implemented to enhance the knowledge and skills of teachers in the use of learners’ assessment results to improve learning and teaching in the classroom. AfL is an approach based on the idea that significant improvement in learning takes places when teachers and learners are able to obtain and use relevant assessment evidence that shows where learners are in their learning, where they need to go, and how best to close any gaps identified. The AfL Programme envisaged training 450 master teachers, with a minimum of 50 teachers from each of the nine provinces.  Phase one of the programme consisted of four training sessions conducted over two days and was delivered by the Tshwane University of Technology (TUT) and the SCNPDI. The workshops took place between August 2012 and June 2013 and the relevant materials were provided to all participants.

School Management Training

The SCNPDI, with assistance from the Education Training and Development Practices Sector Education Training Authority (ETDP SETA), provided funding for a School Management Training Programme in Instructional Leadership in four identified provinces: Eastern Cape, Free State, Gauteng, Limpopo, Northern Cape, North West, KwaZulu-Natal, Mpumalanga and Western Cape. The programme, conducted over two days, targeted 900 principals nationally. The training took place in August 2013 and February 2015 and was provided by the Nelson Mandela Metropolitan University (NMMU). It focused on two areas identified as essential for the professional development of principals, namely, School Governance and Management, and School Based Labour Law.

District Based Professional Development Activities

SADTU’s vision is to demonstrate strong leadership in teacher development. Accordingly, the SCNPDI took a decision to strengthen its professional development initiatives in underperforming districts and to provide the identified districts with a sustained level of training and support. Through consultation with teachers, the SCNPDI investigated participating teachers’ views on what professionalisation of teaching means and the programmes required to achieve this. The District Based Professional Development Programme (DBPDP) also took cognisance of the principle that teachers must drive their own professional development with the support of networks which can assist them to identify and promote best practices in teaching and learning.  The Institute identified districts in three provinces to participate in the DBPDP: Libode District in the Eastern Cape, Mopani District in Limpopo and Bohlabela District in Mpumalanga.

The programme is modelled on the following intervention strategies:

  • Providing subject content training for teachers;
  • Establishing a coherent and functional professional learning community (PLC) in which in-school professional development can take place; and
  • Enabling teachers to engage in self-directed learning.

It is designed to afford maximum support to teachers on the ground and is managed by a programme manager employed by the SCNPDI.

Intermediate Phase Resource Development Training

Resource Development training in Mathematics and English First Additional Language for Intermediate Phase teachers was successfully implemented in 2017 with the training of 528 teachers in five provinces: the Free State, KwaZulu-Natal, Eastern Cape, Mpumalanga and Limpopo. Lead teachers in selected provinces were trained to take the training to more teachers. The Western Cape requested to be included in the training which was extended to 504 teachers in that province. The success of the training led to the DBE rolling out Resource Development training to an additional  3037 lead teachers in six provinces.

The national footprint of Intermediate Phase Resource Development training was further extended in 2018.  The SCNPDI targeted provinces omitted in 2017 and training of a national core team of 629 lead teachers was conducted with teachers from the North West, Limpopo and Northern Cape.

Foundation Phase Resource Development Training

The Resource Development training was extended to Foundation Phase Mathematics and English First Additional Language teachers. Training was conducted in two blocks of two days each (four days altogether).

Multigrade Lead Teacher Training

The Institute also embarked on training in multigrade teaching. Multigrade classes are a feature of many rural schools. Training was conducted using an established national toolkit which was augmented to include CAPS curriculum documents.  Training was administered to two separate cohorts of teachers and district officials.  The aim was to establish and capacitate a national core team of trainers who would ensure delivery of training and capacitate lead trainers in the provinces in order to provide a sustainable avenue for reaching more teachers.  A total of 207 teachers and departmental officials were identified and trained nationally.  The programme identified provinces with the highest numbers of multigrade classes and focus was directed to the North West, Northern Cape, Limpopo, Eastern Cape, Mpumalanga and KwaZulu-Natal.  The training culminated in the successful training of 1998 teachers.

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