Improving The Quality Of English Language Teaching In .
Improving thequality of Englishlanguage teachingin South AfricaA British CouncilCollaborative Programmewww.britishcouncil.org.za
ForewordsIThe partnership overthe last seven years,has been healthyin every way,demonstrating a deepmutual respect anda willingness to learnfrom each other. Thiscontributed significantlyto the progress wemade on the projects.t is a real pleasure for me tocontribute to the foreword of thispublication, Improving the quality ofEnglish language teaching in SouthAfrica: A summary impact evaluation.Sincere appreciation to the BritishCouncil for partnering with theDepartment of Basic Education on anumber of projects to improveteaching and learning in South Africanclassrooms. The partnership over thelast seven years, has been healthy inevery way, demonstrating a deep mutualrespect and a willingness to learn fromeach other. This contributed significantlyto the progress we made on theprojects. As we reflect on the significantprogress made, we marvel at, the farreaching impact the CiPELT and CiSELTprogramme has had on the classroompractice of 132,241 educators.Your commissioning the impactevaluation is indicative of your owncommitment to find out the positiveimpact of the projects as well as areasthat will require further strengthening.The findings and recommendationsfrom this study will serve as acatalyst for ongoing dialogue onhow we will jointly improve on futureprojects in the next term of thiswonderful collaboration.Best WishesMr HM MweliDirector-GeneralDepartment of Basic Education.It is a great privilege for me to havebeen asked to write a foreword for thispublication, especially so soon aftermy arrival in South Africa as the newCountry Director of the British Council.Supporting quality English languagelearning and teaching is at the veryheart of the British Council’s mission ininternational cultural relations. In thecontext of South Africa, the delivery ofquality English teaching has been acentral aim of the British Council andthe Department of Basic Education,who have been working successfullytogether in this area for more than tenyears. The British Council is investingheavily in better education in SouthAfrica by connecting learners andeducators with their UK counterpartsfor mutually beneficial exchange ofideas, best practice and skills, as wellas shaping progressive policies thatcreate a thriving and inclusiveenvironment for tangible change totake place.I am impressed by the breadth andscale of our work in South Africa, ineducation and beyond. The BritishCouncil invests in teacher developmentin most of the countries where wework. This is because – as we all knowfrom our own learning experience –engaged, skilled, empowered andcommitted teachers are key to stableand prosperous futures for the growingmillions in our world.Here in South Africa our work with theDBE has reached a whole new scale.Our joint endeavour to improve theteaching and learning of English as afirst and second additional language inall 25 000 government schoolsnationwide has gained momentum.Together we have worked with morethan 130 000 teachers in all districtsacross nine provinces, establishedprovincial and national teacherassociations, and awarded four HornbyMasters Scholarships in a bid toconnect educators locally and to
Contentsinternational networks. Together withthe DBE, we have made significantprogress towards improvingeducational outcomes for the country’s12 million pupils. In particular, thedevelopment of teachers has focusedon the CiPELT and CiSELT qualifications– world-class teacher trainingprogrammes that boost skills andemployability for teachers, andimprove the quality of teaching andlearning in their classrooms.I remember as a young child growingup in Spain, when my mother “forced”me to learn English and told me itwould make my future brighter. I wasseven years old then and of coursedidn’t believe her. But as I grew up,time proved her right. I would not bewhere I am today, both professionallyand personally, if I had not learnedEnglish. And the teachers I rememberthe most fondly are the ones whomade the biggest difference to mylearning and to my outlook on life.English is becoming increasinglyimportant in today’s interconnectedworld. It’s the language of the 4thIndustrial Revolution, the globallingua franca or the world’s “commonlanguage”. This is the reason we arecommitting to working with SouthAfrica on this project in the longterm. The British Council is proud tobe the Strategic Partner of the DBE,and we look forward to continuingour partnership in the months andyears to come.I hope you will enjoy the inspiringstories you read in this publication.The people in these stories are thereason we exist as an organisation.Susana GalvánCountry Director South Africa,British Council1. Executive summary. 42. Introduction to the study. 83. Research methodology.114. Findings. 125. Conclusions & recommendations. 30References. 37Appendix A: Interviews and focus group discussions. 38Tables and figuresTable 1: Engagements with key informants.11Table 2: Subject advisers, lead teachers andEFAL teachers trained in the project. 19Figure 1: Numbers of teachers trained(CIPELT/CISELT) per phase. 21Figure 2: Proportion of teachers trained(CIPELT/CISELT) per province. 21Acronyms and terminologyCAPSCurriculum and AssessmentPolicy StatementCiPELTCertificate in Primary EnglishLanguage TeachingCiSELTCertificate in Secondary EnglishLanguage TeachingCPDContinued ProfessionalDevelopmentDBEDepartment of Basic EducationDHETDepartment of Higher Educationand TrainingECEastern Cape provinceEFALEnglish First Additional LanguageELTEnglish language teachingFALFirst Additional languageFETFurther Education andTraining PhaseFPFoundation PhaseFSFree State provinceGPGauteng provinceIPIntermediate PhaseISPFTED Integrated Strategic PlanningFramework for TeacherEducation and DevelopmentKZNKwaZulu Natal provinceLEAPLearn English Audio ProjectLITNUM DBE Literacy andNumeracy StrategyLPLimpopo provinceMPMpumalanga provinceNAETSA National Association of EnglishTeachers of South AfricaNCNorthern Cape provinceNWNorth West provinceOUOpen UniversityPEDProvincial Education DepartmentPLCProfessional Learning CommunitySACESouth African Councilfor EducatorsSPSenior PhaseWCWestern Cape province
4 Making a difference in teacher education in South Africa1.Executive SummaryA collaborative partnership was put in place between the Department of BasicEducation (DBE) and the British Council to improve the quality of basiceducation by supporting English language teaching, and the teaching ofEnglish First Additional Language (FAL) in particular. This report is the result ofa summative impact evaluation study of the collaboration.The scale of our work in SouthAfrica is staggering. The BritishCouncil invests in teachersacross the world, in almost everycountry that we work in, becauseteachers are – as you know – thekey to prosperous futures for thegrowing millions in our world. Buthere in South Africa our workwith the DBE has reached awhole new scale. Colm McGivern,Country Director, South Africa (2014-2019)The study consisted of adocument review, interviewsand focus groups with keyinformants in the British Council, DBE,with provincial and district officialsinvolved with the programme, and aunion representative. The focusgroup instruments for provinces werepiloted in one province, before wideruse. A participatory approach wasadopted. Qualitative data was codedand analysed thematically withreference to the targeted results ofthe project, and combined withquantitative data obtained fromproject reports.The timing of the study imposedlimitations, in that its period ofimplementation coincided with theend of one academic year and startof the next, and the interveningschool holidays. Access to keyprovincial and district officials, andlead teachers was thus constrained.Major Findings1. The partnership is highly regardedand considered very successful withinthe DBE and at provincial and districtlevels as well. Effective workingrelationships are strong at all levels.2. A comprehensive plan of strategicactivity streams for improving EFALteacher capacity and professionalismon a large scale developedorganically, and was approved. Theplan mapped out key activities.3. 132,241 EFAL educators weretrained in Certificates in PrimaryEnglish Language Teaching andSecondary English LanguageTeaching (CiPELT and CiSELT)courses in all phases, levels,provinces and in most districts from2012 – 2018. The SACE-endorsedcourses (aligned to the CAPScurriculum) include practicalapplications of classroommethodologies and promote learnercentredness, encouraging greaterflexibility and learner engagement.(Data sourced from M Jack, 2018)4. The teacher training strategy issustainable and organic. The pools ofexpert trainers developed in thecollaboration continue to roll outtraining to teachers across South Africa.5. 1000 teachers were trained in theLearn English Audio Project (LEAP)regarded as ‘one of the bestprogrammes that is beingimplemented’ and 394 schoolsreceived free audio materials. LEAPresources were well-integrated withDBE workbooks, and made a positivecontribution to developing learners’speaking and listening skills.
Making a difference in teacher education in South Africa 5Partnership is highly regarded and considered successful withinDBE and at provincial and district levels.Teacher Support CiPELT / CiSELTSuccessful collaboration onissues of mutual interest. Teacher and trainertrainingComprehensive planconsisting of strategicactivity streams focusedon improving EFALteacher capacity andprofessionalismdeveloped organically. Teacher AssociationsLearner Support LEAP (Learn EnglishAudio Project)1 National, 8 Provincial EnglishLanguage Teachers Associationswere established. Free Online ResourcesAdministrator SupportIn-service teacher training reached EFALteachers in all phases and levels, across allSouth African provinces and most districts.Programmeswere endorsedby SACE. 4 Hornby Scholarships Conferences 8 Provincial and 1 NationalTeacher AssociationCiPELT/CiSELT132,2412013-2018Total number ofeducators trainedStrengthened theprofessional capacityrelated to the teachingof English.Sustainable, organic teachertraining strategy. Trainerscontinue to roll out coursesacross South Africa.LEAP1,0002013-2018Gauteng8,224Total number ofeducators trainedLimpopo4,850 I 274from all phases,levels and provincesNorth West19,729 I 42Mpumalanga12,383 I 220KwaZulu-NatalFree State35,003 I 10816,150 I 53Northern Cape1,296 I 14KeyEastern Cape26,668 I 299Western Cape7,938CiPELT/CiSELTnumber ofeducators trainedper regionLEAPnumber ofeducators trainedper region
Making a difference in teacher education in South AfricaOne of the success factors ofthis partnership is that we sharethe same vision of improving thequality of education. The trainingof teachers has been excellentnot only to upskill teachers butalso to ensure sustainability. Mr Mathanzima Mweli,Director General,Department of Basic Education South Africa6. Provincial English LanguageTeachers Associations wereestablished in eight of the nineprovinces, and the NationalAssociation for English Teachers waslaunched early in March 2019. Theassociations are a platform forprofessional development, teachervoices and collaboration.7. The British Council providedvaluable materials for participants, fromcomprehensive training and teachingmanuals, English audio files, workbooksand teacher association guides.8. The collaboration providedopportunities for professionaldevelopment and further studyinternationally for English educationprofessionals, resulting in FourHornby Masters graduates (WarwickUniversity, UK).The recommendations1. Develop a Theory of Change toinform a further phase of cooperationbetween the British Council and theDBE. Establish a baseline for projectoutcomes and activities that will beused for providing clear indicationsof progress made towards targets. 7memory sticks and sophisticated cellphone technology now entrenchedpractice for the programme, trainingin relevant IT skills will allow theprogramme to reach its potential.Consider additional supportstrategies for multi-grade teachers.5. Reconceptualise the monitoringand support systems for both CiPELT/CiSELT and LEAP programmes, clearlydefining roles and responsibilities forthe various partners.6. Develop and elaborate aninfographic showing how allinterventions aimed at improving theteaching of EFAL relate to CAPS andto each other, to informunderstanding and coordination ofintervention programmes as supportfor CAPS, that will encourage greaterprofessional discretion in theirplanning, provision andimplementation, and reduce teachers’feelings of being bombarded.7. Continue to support theestablishment and development ofEnglish teacher associations untilthese are fully functional, and able tofulfil their role in promotingprofessionalisation of the sector andcreating platforms where teachers’voices can be heard.2. Implement a study on theprevalence of use of CiPELT/CiSELTmethodologies in classrooms which8. Obtain renewed SACEwould provide a useful basis for futureendorsement of CiPELT/CiSELTclassroom-based teacher developmentprogrammes, clarifying theand provincial training strategies.processes for claiming points, and3. Develop a mapping from CAPSadvocating the benefits of these andonto the CiPELT/CiSELT programmesthe LEAP programme for teachersand their methodologies to enable9. Continue to pursue the inclusion ofteachers using the CAPS curriculumappropriate teaching methodologiesas their daily working document toin pre-service teacher trainingturn more immediately to linkedprogramme, in order to buildmethodologies without any trouble,sustainability of the benefits of thethus increasing access to the CiPELT/programme at all levels of the sector.CiSELT methodologies for delivery ofthe CAPS curriculum.4. Expand the delivery of the LEAPprogramme to multi-grade andmono-grade classes that includeIntermediate Phase. With the use ofthe alternative technology strategiesbased on laptops, SD cards, USB
8 Making a difference in teacher education in South Africa2.Introduction to the studyThe British Council collaborated with the Department of Basic Education (DBE)between 2012 and 2018, in a project to improve the quality of basic educationby supporting English language teaching, and the teaching of English FirstAdditional Language (FAL) in particular, through focused support on the draftIntegrated National Literacy and Numeracy Strategy: a whole school approach(LITNUM Strategy). The intention of the LITNUM strategy includes strengtheningteaching and performance in languages, through teacher development andimproved support from districts.The British Council-DBECollaboration project is a shiningexample of excellent partnershipworking resulting in sustainableand fit-for-purpose teacherdevelopment programme. Bothpartners have made equalresource contributions to theproject and the strengths ofeach partner have ensured thatteacher educators, teachers ofEnglish and learners across thecountry have benefited from aninnovative teacher developmentprogramme using an evidencebased, effective methodology forteaching English First AdditionalLanguage.” CAROLINE GRANTBritish Council Head of English for Education SystemsSouthern Africa and Nigeria(formerly British Council ELT Adviser, South Africa)Monitoring and evaluation areexplicit aspects of both thefounding documents of thecollaboration project as well as theLITNUM strategy. Followingimplementation of the collaboration,this study aimed to evaluate whetherthe anticipated project results havebeen attained. This document is thereport of the summative impactevaluation commissioned by theBritish Council of the collaborationproject, and includes research into itsanticipated results, and assessmentof its achievements.Despite the conclusion of the project,the long-term nature of teacherdevelopment and systemictransformation of educationoutcomes offers fertile ground forrecommendations arising from itsevaluation, and these are alsoincluded in this report.2.1 Background: South AfricanEducational ContextWith the main focus of thecollaboration being teachers andteaching, it is useful to note that theproject was preceded by majortransformations to the educationsector, affecting curriculum,organisation of schooling andteacher development. Challenges toteacher development were summedup in the declaration produced bythe 2009 Teacher DevelopmentSummit1, which brought togethernational stakeholders from across thesector, noted particularly, amongothers, that:“South African teachers come withdifferent historical qualifications andeducational backgrounds, themajority of which were developedunder apartheid structures thatdeliberately disadvantaged andunderdeveloped large sections ofthe population. This has resulted inmajor differences in thedevelopment needs of teachersacross the system, particularly withrespect to confidence andcompetence in dealing with theNational Curriculum Statement andchanges in education more broadly.”“Teachers continue to work indifferent and unequal contexts andwith different levels of resourcingand support, especially in ruralschools in comparison with urbanschools and township schoolscompared to urban schools.”1 Education Labour Relations Council (ELRC) (2010) Report. Teacher Development Summit: 29 June – 2 July 2009. Centurion, 2010
The anticipated resultsof the DBE-British Councilcollaboration are: Result 1Greater cooperation betweenthe UK and South Africa onissues of mutual interestpertaining to the educationsector and in particular theteaching of English as aForeign Language. Result 2Production of a BritishCouncil/DBE approved planto support English FirstAdditional Language. Result 3Improved knowledge of theTeaching English as Foreignlanguage amongstpractitioners, civil society, andeducation ministries in SouthAfrica, through exchange ofexperiences, information andbest practice. Result 4Improved in-service andpre-service teacher trainingand classroom teaching inEnglish First AdditionalLanguage at primary,secondary and tertiary levels. Result 5Increased professionalism ofteachers of English FirstAdditional Language. Result 6Increased access of teachertrainers, teachers and learnersto high quality learner andteacher support materials.
10 Making a difference in teacher education in South AfricaPriority subjects thatwere identified as‘key levers forimproving qualityacross the system’included English FirstAdditional Language(EFAL) in allschooling phases.The Summit participants resolved thatan integrated national plan for teacherdevelopment would be developedcollaboratively. This plan was publishedin April 2011 as the Integrated StrategicPlanning Framework for TeacherEducation and Development in SouthAfrica 2011-2025 (DBE, DHET, 2011).The plan (ISPFTED) defined outcomes,outputs and activities with respectivepriorities, and responsibilities forimplementation were allocated to theDBE, Provincial Education Departments(PEDs) and the Department of HigherEducation and Training (DHET). Acollaborative approach was explicitlyadopted, and seen as essential to itsachievement, placing teachers at thecentre of all efforts to improve teacherdevelopment, with the support ofeducation stakeholders.Among other national imperatives,the ISPF
activity streams for improving EFAL teacher capacity and professionalism on a large scale developed organically, and was approved. The plan mapped out key activities. 3. 132,241 EFAL educators were trained in Certificates in Primary English Language Teaching and Secondary English Language Te
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