Teacher training is mediocre at best
08 September 2014
The DA is not surprised at the findings of Dr Nick Taylor in the first stage of his research into the training of teachers who will teach in the intermediate phase (Grades 4 to 6). We are, however, dismayed and seriously concerned at what are some of the most damning findings in the education sector since Dr Taylor's report on foundation phase literacy.
I will raise questions with both the Minister of Basic Education, Angie Motshekga, and Minister of Higher Education and Training, Blade Nzimande, requesting their action plans in light of Dr Taylor's report.
Dr Blade Nzimande told the DA in 2012, in response to a parliamentary question, that "We have gazetted a new teacher education qualifications policy in July 2011. The Minimum Requirements for Teacher Education Qualifications (2011) align teacher education qualifications with the Higher Education Qualifications Framework, and thus set minimum standards for teacher education programmes. It has a strong focus on teacher knowledge and teaching practice. Higher education institutions are being supported to implement the new policy."
It certainly appears that Dr Nzimande's confidence was, to a large extent, misplaced, and that he has not supplied the support that he promised.
Dr Taylor presented some of his findings at an education conference on Thursday last week. He said, inter alia, that:
Although English is the dominant medium of instruction, teachers who are not specialising in the teaching of English are not, generally, receiving adequate training to be able to teach in English;
The majority of teachers are unable to teach children to read;
Although a framework is in place, it is sufficiently vague to allow no real standards for teacher training to exist: in addition, there appears to be no attempt to control the standards at different universities;
A requirement in the framework referred to by Dr Nzimande, of EVERY teacher, is that they should be familiar with identifying and dealing with children with barriers to learning: this is largely ignored during university training;
Many teachers are so poorly trained that they cannot develop further: the continuing professional development offered to them after they leave university simply does not find traction.
Dr Taylor describes the importance of the research as follows : "The BEd degree forms the bridge between generally poorly prepared matriculants exiting the school system and newly qualified teachers embarking on a career of teaching...This is the point that holds the most promise for breaking the cycle of mediocrity which bedevils schooling..."
Professor Herman van Schalkwyk of North West University told the conference on Thursday that his university carries out testing of literacy and comprehension skills on matriculants entering the university.
On average, literacy levels are those that would be expected of a Grade 7 learner and comprehension skills are at the level that would be expected of a Grade 5 learner. He added that students entering the education faculty fare amongst the worst in this testing. These young people hope to become teachers in the future; these figures are shocking, and emphasise the need for university programmes with a high level of academic rigour.
Dr Taylor's research is critically important and must be acted upon immediately by both Ministers responsible for education.
We cannot allow teachers to study for four years and emerge unable to teach, and we cannot allow our learners to continue to be taught by teachers who are incompetent, and not through their own fault. (Dr Taylor notes that there are universities that have aspects in their courses that are excellent. His concern is that there is a wide level of variation, and much that is missing from most courses.)
Urgency is mandatory. Delay is not an option.
Statement issued by Annette Lovemore MP, DA Shadow Minister of Basic Education, September 8 2014
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