Free download from www.hsrcpress.ac.za Published by HSRC Press Private Bag X9182, Cape Town, 8000, South Africa www.hsrcpress.ac.za First published 2009 ISBN (soft cover) 978-0-7969-2269-4 ISBN (pdf) 978-0-7969-2270-0 ISBN (e-pub) 978-0-7969-2297-7 © 2009 Human Sciences Research Council Copy-edited by Kathleen Sutton Typeset by Robin Taylor Cover by Fuel Design Printed by Distributed in Africa by Blue Weaver Tel: +27 (0) 21 701 4477; Fax: +27 (0) 21 701 7302 www.oneworldbooks.com Distributed in Europe and the United Kingdom by Eurospan Distribution Services (EDS) Tel: +44 (0) 20 7240 0856; Fax: +44 (0) 20 7379 0609 www.eurospanbookstore.com Distributed in North America by Independent Publishers Group (IPG) Call toll-free: (800) 888 4741; Fax: +1 (312) 337 5985 www.ipgbook.com Free download from www.hsrcpress.ac.za  Tables and figures iv Preface ix Acknowledgements xi Executive summary xii Abbreviations and acronyms xx 1฀ Introduction฀ 1 Key questions to be addressed 3 Structure of this monograph 4 2฀ Background฀and฀literature฀review฀ 5 Literature on attraction to train as a teacher 5 Emphasis on functions of recruitment, attrition and retention, but neglect of attraction in the literature 8 Career decision-making processes and enrolment in teacher training 11 Teaching and the labour market 13 Changing labour-market conditions impact on who is prepared to become a teacher 14 Pathways of teachers from training to the labour market in South Africa 17 3฀ Data฀sources฀ 21 Transformation in the higher education sector and analytic continuity 21 4฀ Analysis฀of฀data฀ 25 Education enrolment 25 Education graduates 29 Graduation rate and throughput rate 33 Enrolments, graduates and graduation rates with reference to population group 35 Gender distribution of enrolment, graduates and graduation rate 42 Gender and population group (nested) of student enrolment and graduates 46 Postgraduate enrolments and graduations 51 Enrolment and graduates by province 53 Enrolment and graduates by qualification type 63 Enrolment by age 74 Financial support through NSFAS 80 Graduate production for IPET 84 HIV/AIDS and teacher supply 95 5฀ Conclusion฀ 99 Initiatives by the Department of Education 99 The critical impact of spatial location on teacher supply in South Africa 100 Young women and declining entry into initial teacher training 105 Appendices฀ 107 Appendix A Methodology 107 Appendix B List of CESMs for education study fields 111 Appendix C Analysis of enrolment in education subfields, 1995–2004 114 References฀ 117 Free download from www.hsrcpress.ac.za iv  Tables Table 3.1 Enrolment and graduations in educator training, 1993 and 1997–2001 22 Table 4.1 University and technikon enrolment and the percentage change over the previous year, 1995–2004 26 Table 4.2 Enrolment in education programmes and the percentage share per year in universities and technikons, 1995–2004 27 Table 4.3 Enrolment in education programmes in universities and percentage share of total university enrolment, 1995–2004 28 Table 4.4 Enrolment in education programmes in technikons and percentage share of total technikon enrolment, 1995–2004 28 Table 4.5 Graduates in education programmes and the percentage share per year in universities and technikons, 1995–2004 30 Table 4.6 University and technikon graduates and the percentage change over the previous year, 1995–2004 31 Table 4.7 Graduates in education programmes in universities and percentage share of total university graduates, 1995–2004 32 Table 4.8 Graduates in education programmes in technikons and percentage share of total technikon graduates, 1995–2004 32 Table 4.9 Completion rates in higher education institutions, 2000–2004 33 Table 4.10 Enrolment, graduates and graduation rates in universities and technikons, 1995–2004 34 Table 4.11 Graduation rates for universities and technikons, 1995–1999 and 2000–2004 34 Table 4.12 Enrolment in education by population group at universities, 1995–2004 35 Table 4.13 Enrolment in education by population group at universities, 1995–2004 (%) 36 Table 4.14 Enrolment in education by population group at technikons, 1995–2004 36 Table 4.15 Enrolment in education by population group at technikons, 1995–2004 (%) 37 Table 4.16 Enrolment in education by population group at universities and technikons, 1995–2004 37 Table 4.17 Enrolment in education by population group at universities and technikons, 1995–2004 (%) 38 Table 4.18 University and technikon graduates by population group, 1995–2004 39 Table 4.19 University and technikon graduates by population group, 1995–2004 (%) 40 Table 4.20 University graduates in education by population group, 1995–2004 (%) 41 Table 4.21 Technikon graduates in education by population group, 1995–2004 (%) 41 Table 4.22 Enrolment in education at universities by gender, 1995–2004 (%) 42 Table 4.23 Enrolment in education at technikons by gender, 1995–2004 (%) 42 Table 4.24 Enrolment in education at universities and technikons by gender, 1995–2004 (%) 43 Table 4.25 Graduates in education at universities by gender, 1995–2004 (%) 44 Free download from www.hsrcpress.ac.za v Table 4.26 Graduates in education at technikons by gender, 1995–2004 (%) 44 Table 4.27 Graduates in education at universities and technikons by gender, 1995–2004 (%) 45 Table 4.28 Throughput rates in education in universities and technikons by gender, 1995–2004 (%) 46 Table 4.29 University enrolment in education by population group and gender, 1995–2004 47 Table 4.30 University enrolment in education by population group and gender, 1995–2004 (%) 47 Table 4.31 University graduates in education by population group and gender, 1995–2004 48 Table 4.32 University graduates in education by population group and gender, 1995–2004 (%) 49 Table 4.33 Technikon enrolment in education by population group and gender, 1995–2004 49 Table 4.34 Technikon enrolment in education by population group and gender, 1995–2004 (%) 50 Table 4.35 Technikon graduates in education by population group and gender, 1995–2004 51 Table 4.36 Technikon graduates in education by population group and gender, 1995–2004 (%) 51 Table 4.37 Enrolment in education by qualification level at universities and technikons, 1995–2004 52 Table 4.38 Graduates at senior postgraduate qualification levels at universities and technikons, 1995–2004 52 Table 4.39 Master’s and doctorate graduates from universities and technikons, 1995–2004 53 Table 4.40 Total education enrolment by province, 1995–2004 53 Table 4.41 University enrolment in education by province, 1995–2004 54 Table 4.42 Technikon enrolment in education by province, 1995–2004 55 Table 4.43 University graduates in education by province, 1995–2004 56 Table 4.44 Technikon graduates in education by province, 1995–2004 57 Table 4.45 Total graduates in education by province, 1995–2004 57 Table 4.46 Enrolment in educator training at universities and technikons by mode of delivery, 2000 and 2001 60 Table 4.47 Comparison of provincial distribution of teachers (2004) with provincial share of graduate production, 1995–2004 62 Table 4.48 Enrolment in education by qualification type at universities and technikons, 1995–2004 64 Table 4.49 Enrolment in education by qualification type at universities and technikons, 1995–2004 (%) 65 Table 4.50 Unqualified/underqualified and qualified educators, 1994, 2000 and 2005 65 Free download from www.hsrcpress.ac.za vi Table 4.51 Graduates in education by qualification type at universities and technikons, 1995–2004 66 Table 4.52 Graduates in education by qualification type at universities and technikons, 1995–2004 (%) 67 Table 4.53 Enrolment in education by qualification type at universities, 1995–2004 68 Table 4.54 Enrolment in education by qualification type at universities, 1995–2004 (%) 69 Table 4.55 Graduates in education by qualification type at universities, 1995–2004 69 Table 4.56 Graduates in education by qualification type at universities, 1995–2004 (%) 70 Table 4.57 Enrolment in education by qualification type at technikons, 1995–2004 71 Table 4.58 Enrolment in education by qualification type at technikons, 1995–2004 (%) 72 Table 4.59 Graduates in education by qualification type at technikons, 1995–2004 72 Table 4.60 Graduates in education by qualification type at technikons, 1995–2004 (%) 73 Table 4.61 Enrolment in universities and technikons by age group, 2000–2004 75 Table 4.62 Enrolment in universities and technikons by age group, 2000–2004 (%) 75 Table 4.63 Enrolment in technikons and universities according to age, 2000–2004 (%) 76 Table 4.64 University enrolments by population group and gender for age group <26, 2000–2004 77 Table 4.65 University enrolments by population group and gender for age group <26, 2000–2004 (%) 77 Table 4.66 University enrolments by population group and gender for age group 26–30, 2000–2004 78 Table 4.67 University enrolments by population group and gender for age group 26–30, 2000–2004 (%) 78 Table 4.68 University enrolments by population group and gender for age group 31–35, 2000–2004 79 Table 4.69 University enrolments by population group and gender for age group 31–35, 2000–2004 (%) 79 Table 4.70 Technikon enrolments by population group and gender for age group <26, 2000–2004 79 Table 4.71 Technikon enrolments by population group and gender for age group <26, 2000–2004 (%) 80 Table 4.72 Expenditure by NSFAS on teacher-training students, 1996–2004 (R000 000) 81 Table 4.73 Students receiving NSFAS funding 81 Table 4.74 NSFAS total expenditure and per student expenditure per higher education institution, 2004 82 Table 4.75 Education students receiving NSFAS funding 83 Free download from www.hsrcpress.ac.za vii Table 4.76 Proportions of primary- and secondary-phase students receiving NSFAS funding 83 Table 4.77 Graduate share of students receiving NSFAS funding 84 Table 4.78 Enrolment numbers in IPET in higher education, 2005 86 Table 4.79 Enrolment numbers for IPET in higher education, 2006 87 Table 4.80 Expected graduate numbers from IPET in higher education, 2005 88 Table 4.81 Expected graduate numbers from IPET in higher education, 2006 89 Table 4.82 Enrolment and graduation of all education students and in IPET 91 Table 4.83 HIV prevalence among education students 96 Table 5.1 Higher education institutions and colleges offering teacher education programmes, 1990–2006 100 Table C.1 University and technikon graduates by CESM subfield, 1995–1998 115 Table C.2 Graduates in second-order CESM category/subfield in universities, 1995–2004 116 Figures Figure 1 Trends in IPET graduates for higher education and colleges of education, 1994–2006 xvii Figure 2.1 Factors impacting on an individual’s decision to enrol for teacher training and to practise as a teacher 12 Figure 2.2 Pathways of teachers between training and the labour market in South Africa 19 Figure 4.1 University and technikon enrolment, 1995–2004 27 Figure 4.2 Education enrolment as a share of enrolment in universities and technikons, 1995–2004 29 Figure 4.3 Graduates from universities and technikons, 1995–2004 31 Figure 4.4 Education graduates as a percentage of all graduates in universities and technikons, 1995–2004 32 Figure 4.5 Enrolment numbers at universities and technikons by population group, 1995–2004 38 Figure 4.6 Graduation numbers at universities and technikons by population group, 1995–2004 40 Figure 4.7 Female students as a percentage of all students enrolled in universities and technikons, 1995–2004 43 Figure 4.8 Graduates by gender in universities and technikons, 1995–2004 45 Figure 4.9 University enrolment by population group and gender, 1995–2004 48 Figure 4.10 Technikon enrolment by population group and gender, 1995–2004 50 Figure 4.11 University enrolment in education by province, 1995–2004 54 Figure 4.12 Technikon enrolment in education by province, 1995–2004 55 Figure 4.13 Graduate production in education by province, 2004 58 Figure 4.14 Comparison of different programme delivery modes 61 Free download from www.hsrcpress.ac.za viii Figure 4.15 Enrolment in higher education by qualification level, 1995–2004 64 Figure 4.16 Graduations in higher education by qualification level, 1995–2004 67 Figure 4.17 Enrolment in universities by qualification level, 1995–2004 68 Figure 4.18 Graduations in universities by qualification level, 1995–2004 70 Figure 4.19 Enrolment in technikons by qualification level, 1995–2004 71 Figure 4.20 Graduates in technikons by qualification level, 1995–2004 73 Figure 4.21 Share of enrolment in education by age group, 2000–2004 75 Figure 4.22 IPET graduate production and all graduate production in teacher education 91 Figure 4.23 Undergraduate degrees from universities and technikons in relation to IPET graduates 93 Figure 4.24 Trends in IPET graduates for higher education and colleges of education, 1994–2006 94 Free download from www.hsrcpress.ac.za ix  The Teacher Education in South Africa series is produced as part of the Teacher Education Programme (TEP), funded by the Embassy of the Kingdom of the Netherlands from 2005 to 2008. The programme took place at a critical juncture in the development of teacher education in post-apartheid South Africa. Since 2004, sustained attention has been given to the improvement of teacher education consequent on the revision of the curriculum and the restructuring of higher education. In October 2004, the Council on Higher Education initiated a review of teacher education programmes. On 26 April 2007, a National Policy Framework for Teacher Education and Development was gazetted. This provided the basis for a new system of teacher education and development for a new generation of South African teachers. The TEP emerged within this overall context of enhanced attention being given to the improvement of teacher education. Its overall goal was ‘to contribute to the knowledge and information base for policy formulation and implementation regarding the organisation and practice of teacher education, with a particular emphasis on initial teacher education (both pre-service and upgrading), as well as the professional development of school leaders and managers’ (CEA, CEPD, EFT, HSRC & SAIDE 2005). The work was organised under four major themes: teacher supply and demand; institutional culture and governance; the development of education management; and literacy and teacher development. The programme was designed by a consortium of agencies with considerable expertise and experience in the field: the Centre for Education Policy Development (CEPD); the Human Sciences Research Council (HSRC); the South African Institute for Distance Education (SAIDE); the Centre for Evaluation and Assessment (CEA) at the University of Pretoria; and the Education Foundation Trust (EFT). 1 The TEP was developed in consultation with stakeholders such as the national Department of Education, the Ministerial Working Group on Teacher Education, the Deans’ Forum and the Council on Higher Education/Higher Education Quality Committee, among others. Briefing and consultation continued through the process of research, for the consortium as a whole and in relation to specific projects. The first of a number of monographs on the work of a project defined under the theme of teacher supply and demand, this monograph analyses teacher graduate production in South Africa between 1995 and 2006. It presents a unique in-depth analysis of enrolment and graduate data drawn from the South African Higher Education Management Information System (HEMIS). The monograph first presents an overview of enrolment and graduation trends in initial professional education and training (IPET) and in continuing professional development of teachers (CPDT), thus generating a trend analysis of overall teacher graduate production for the decade. This serves as the platform from which to draw attention to a serious decline in the numbers of African women enrolled in IPET. In considering what has brought 1 The EFT has been disbanded, and uncompleted projects have been taken over by the consortium. Free download from www.hsrcpress.ac.za x about this pattern, the monograph draws attention to the impact of the closing of the former colleges of education on teacher production. It also emphasises the importance of understanding the social contexts that inform the movement of potential teacher-training candidates from their households into teacher-training institutions and into the labour market. Michael Cosser, HSRC Organisational Manager, Teacher Education Programme Andrew Paterson and Fabian Arends, Project Leaders Free download from www.hsrcpress.ac.za [...]... training changing? There are four key interlinked trends that we need to take into account These are: phase teacher training; languages enrolling for training in the Foundation Phase; economic status who are currently registered for teacher education Why does the participation of young African women in teacher education appear to be dissipating in the post-2000 period? We suggest that some young African... Learning SACTE South African College of Teacher Education SAIDE South African Institute for Distance Education SAPSE South African Post Secondary Education TSA Technikon South Africa UG Cert undergraduate certificates UG Deg undergraduate degree UNISA xx Accelerated Certificate in Education University of South Africa Introduction The delivery of quality learning in any education system depends on sustaining... graduate production in the period, including: We confirm what has long been suspected – that there has been a decline in the number of African women aged 30 and younger entering teacher- training programmes Given that African women constitute the majority of South Africa s teachers, this decline is matter of serious concern A critical question is: Why is the demography of young women who enrol for teacher. .. Msada for converting many tables from Excel to Word format Finally, we are grateful to the Embassy of the Kingdom of the Netherlands for the funding which made it possible to undertake the research reported here xi Who are we missing? Teacher graduate production in South Africa, 1995–2006 While teacher supply challenges are felt in the present, changes in graduate production affecting teacher supply... clear decline in NSFAS students as a proportion of all education students enrolled Proportionate share declined from over 1 in 10 (13.3 per cent) to less than 1 in 20 (4.7 per cent) between 1996 and 2004 Overall, the data point to declining numbers of students supported by NSFAS for study in teacher training If the population of teacher- training students receiving NSFAS funding is disaggregated into those... professional education and training (IPET) Technikon and university output in terms of population group and gender from 1999 onwards showed African graduate numbers increasing steadily, accounting for 82 per cent of all education graduates in 2004 The share of white, coloured and Indian graduates declined correspondingly At the end of the period, over 7 in 10 of all higher education teacher graduates were female... replaced by recruits directly from the teacher- training institutions Given that the size of the teacher workforce in South Africa is relatively large – there were 339 703 teachers in 2004 (Arends 2007) – it takes merely a few percentagepoint increases in teacher attrition to significantly increase demand relative to supply Inevitably, this poses questions about the nature of teacher supply and, particularly,... role in motivating teachers to remain in the profession Second, factors that attract people to become teachers are not in themselves sufficient to retain teachers because other factors come into play only once the individual begins working, for instance, the daily lived experience of the school climate, school leadership culture, teacher collegiality and teacher autonomy.4 All of these can impact on teacher. .. training NPDE National Professional Diploma in Education NPFTED National Policy Framework for Teacher Education and Development in South Africa NSFAS National Student Financial Aid Scheme of South Africa NTEA National Teacher Education Audit PGCE Postgraduate Certificate in Education PG Deg/Cert postgraduate certificates and honours degrees REQV Relative Education Qualification Value SACOL South African... 2005 2006 Year In the colleges, graduate production reached a peak of over 25 000 in 1997 (Jaff et al 1996: 12) The data clearly delineate a sharp downward trend thereafter The drop in graduates was foreshadowed by sinking enrolment According to Vinjevold (2001: 8 [citing Committee of College Rectors of South Africa Report of January 2000]), enrolment in contact IPET programmes declined from 70 731 . we missing? Teacher graduate production in South Africa, 1995–2006 While teacher supply challenges are felt in the present, changes in graduate production. of teacher- training students receiving NSFAS funding is disaggregated into those engaged in training to teach in the primary phase and those training