The Human Sciences Research Council (HSRC)

2263  Large

The quality of any national education system depends on its teachers. In recent years in South Africa, teacher supply has become a matter of national concern.

This monograph examines changes in enrolment and graduation patterns of education students at higher education institutions which are pivotal suppliers of especially the initial professional education of teachers, but also the continuing professional development of practising teachers. The study is based on an uninterrupted time series of institutional data from 19952004, which supports a uniquely fine-grained analysis of long-term teacher graduate demographic trends that impact on the present. Major emerging trends are the diminishing participation of young African women enrolled for initial professional education of teachers in the post-millennium period, and the fact that access to teacher education study is in predominantly urban universities.

The study serves as a foundation from which to launch further research on questions of teacher supply and teacher quality, such as the degree to which a bursary scheme, recently launched by the National Department of Education, will reinvigorate interest and participation in initial teacher education.

This monograph is part of the Teacher Education in South Africa series. The series documents a wide-ranging set of research projects on teacher education conducted by the Education, Science and Skills Development research programme within the Human Sciences Research Council (HSRC), as part of a consortium of research partners. A comprehensive investigation of the dynamics shaping the professional development of educators, the series provides important reading for educationists, academics and policy-makers.

Product information

Format : 280mm x 210mm (Soft Cover)
Pages : 144
ISBN 10 : 0-7969-2269-1
ISBN 13 : 978-07969-2269-4
Publish Year : 2009
Rights : World Rights

Tables and figures
Preface
Acknowledgements
Executive summary
Abbreviations and acronyms

1 Introduction

2 Background and literature review
Literature on attraction to train as a teacher
Emphasis on functions of recruitment, attrition and retention, but neglect of attraction in the literature
Career decision-making processes and enrolment in teacher training
Teaching and the labour market
Changing labour-market conditions impact on who is prepared to become a teacher
Pathways of teachers from training to the labour market in South Africa

3 Data sources
Transformation in the higher education sector and analytic continuity

4 Analysis of data
Education enrolment
Education graduates
Graduation rate and throughput rate
Enrolments, graduates and graduation rates with reference to population group
Gender distribution of enrolment, graduates and graduation rate
Gender and population group (nested) of student enrolment and graduates
Postgraduate enrolments and graduations
Enrolment and graduates by province
Enrolment and graduates by qualification type
Enrolment by age
Financial support through NSFAS
Graduate production for IPET
HIV/AIDS and teacher supply

5 Conclusion
Initiatives by the Department of Education
The critical impact of spatial location on teacher supply in South Africa
Young women and declining entry into initial teacher training

APPENDIX A: Methodology
APPENDIX B: List of CESMs for education study fields
APPENDIX C: Analysis of enrolment in education subfields, 19952004

References

In this second part of the four part podcast, Fabian Arends, co-author of Teacher Graduate Production in South Africa and Beginner Teachers in South Africa: School Readiness, Knowledge and Skills (HSRC Press), examines the limitations in the planning of continuing professional development of practising teachers and the challenges in identifying the shortages of subject teachers accurately.

Duration: 5 min 09 sec

Andrew Paterson was a research director in the Education, Science and Skills Development research programme at the time when the research for this monograph took place. He is now a senior researcher at the Development Bank of Southern Africa.

Fabian Arends is a research specialist in the Education, Science and Skills Development research programme at the HSRC.

Share this

You might also consider these related books

2093  Large

Working Partnerships in Higher Education, Industry and Innovation
Financial or intellectual imperatives

In 2004,the HSRC s research programme on Human Resource Development launched the Working Partnerships Seriesto explore the extent to which the networked practices that are believed to characterise the knowledge economy have indeed begun to penetrate South African higher education and industry.

Product information

Format : 148mm x 210mm
Pages : 253
ISBN 10 : 0-7969-2108-3
ISBN 13 : 978-07969-2108-6
Publish Year : 2005
Price R 209.00
2196  Large

Learning to Teach in South Africa

Learning to Teach in South Africa is a collection of key texts by one of South Africas most respected thinkers in education. The essays span the crucial years of democratic transition in South Africa and display the essential unity of the authors thought as he reflects on the idea of epistemological access, a prominent feature of disciplined thinking about education in South Africa, as well as teacher education, the primacy of the practice of teaching in any system of education, and the continuing struggle with relativism, one of the strands of the Apartheid and colonialism legacies.  The collection bears the authors hallmark intellectual passion and incisive thinking which has helped sculpt the landscape of educational debates over three decades.

Product information

Format : 210mm x 148mm
Pages : 232
ISBN 10 : 0-7969-2186-5
ISBN 13 : 978-07969-2186-4
Publish Year : 2007
Price R 191.00
2152  Large

Knowledge, curriculum and qualifications for South African Further Education

All countries, and South Africa is no exception, face acute dilemmas in modernising their systems of upper secondary and further education and training. Faced with pressures from the fast changing world of work, this education sector has become characterized by political slogans stressing skill development, improved access and participation, and the accountability of providers through some form of market. On the other hand, the phenomenon of academic drift reveals that students increasingly see their future as progressing to higher education. Policymakers attempt to resolve these competing demands by calling for transferable, portable outcomes and qualifications as the new currency of an increasingly market-type system.

Product information

Format : 148mm x 210mm
Pages : 168
ISBN 10 : 0-7969-2154-7
ISBN 13 : 978-07969-2154-3
Publish Year : 2006
Price R 170.00
2076  Large

Textbooks for diverse learners
A critical analysis of learning materials used in South African schools

Textbooks and learning support materials are a critical resource for teachers. They play a vital role in shaping children's sense of themselves and the society in which they live. But to what extent do schoolbooks reflect images and representations of the diverse learners in South African schools?

Product information

Format : 210mm x 280mm
Pages : 64
ISBN 10 : 0-7969-2093-1
ISBN 13 : 978-07969-2093-5
Publish Year : 2005
Price R 129.00