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Annotated list of readings on literacy teacher competencies and standards Annotated list of readings on literacy teacher competencies and standards

This annotated bibliography was compiled as part of the PrimTEd project and comes from the Consolidated Literacy Work Group (CLWG), which focuses on developing new teacher graduates’ ability to teach African languages and English First Additional language, with a special focus on reading. The bibliography lists examples of literacy teacher competencies and standards relating to language and literacy teaching. Although originally compiled in January 2018, it is designed in such a way that new entries can be added to it as new sources are found.

Research services

JET has an integrated suite of services, under the JET Value Chain’s three links: Research, Implementation, and Monitoring and Evaluation. Each link can stand alone and together they create a chain of knowledge in which one activity informs the other.

Education Management and Implementation

JET has an integrated suite of services, under the JET Value Chain’s three links: Research, Implementation, and Monitoring and Evaluation. Each link can stand alone and together they create a chain of knowledge in which one activity informs the other.

Monitoring and Evaluation

JET has an integrated suite of services, under the JET Value Chain’s three links: Research, Implementation, and Monitoring and Evaluation. Each link can stand alone and together; they create a chain of knowledge in which one activity informs the other.

JET's response to the proposed National Skills Development Plan (NSDP) 2030

In December, the government called for comments on the proposed NSDP which was designed to respond to the policy goals of the White Paper on Post School Education and Training to improve the integration of the PSET system and the interface between PSET institutions and the world of work (NSDP, p. 4).

JET participates in UNESCO's Mobile Learning Week 2018 JET participates in UNESCO's Mobile Learning Week 2018

James Keevy will be representing JET at UNESCO’s flagship ICT in education conference organised in partnership with the International Telecommunication Union (ITU) and taking place from 26 to 30 March at UNESCO Headquarters in Paris.

Reading in African languages - an Annotated Bibliography Reading in African languages - an Annotated Bibliography

This annotated bibliography was compiled by Professor Lilli Pretorius of UNISA as part of the Primary Teacher Education Project (PrimTEd). It gives a summary account of research that has been done on reading in African languages from 2004 to 2017, more specifically on languages belonging mainly to the family of Southern African Bantu languages. It comprises over 40 annotated entries, mainly research articles from accredited journals, chapters from books and postgraduate dissertations or theses, and also lists several other sources closely related to reading in the African languages. Originally compiled in 2017, it is designed in such a way that new entries can be added to it as new research emerges, and it will be regularly updated.

Launch of Anglo American South Africa education programme

Anglo American, in partnership with the Department of Basic Education (DBE), has launched a major new education programme to "improve outcomes for learners in 100 early childhood development (ECD) sites and 100 primary and secondary schools local to its mining operations in South Africa".

The Salzburg Statement for a Multilingual World The Salzburg Statement for a Multilingual World

This statement, made by the participants in the Salzburg Global Seminar’s session on Springboard for Talent: Language Learning and Integration in a Globalized World (12–17 December 2017), calls for policies that value and uphold multilingualism and language rights. It has been translated into all South African official languages.

Springboard for Talent: Language Learning and Integration in a Globalized World Springboard for Talent: Language Learning and Integration in a Globalized World

The Salzburg Global Seminar convened the session Springboard for Talent: Language Learning and Integration in a Globalized World in Salzburg, Austria, in December 2017. The five-day session resulted in the Salzburg Statement for a Multilingual World, which has since been translated into more than 50 languages. Together, the more than 40 representatives from policy, academia, civil society and business, representing over 25 countries looked specifically at language policy through the lenses of social justice and social cohesion; the relationship between multilingualism and dynamic and entrepreneurial societies; the role of language policy in achieving the fourth Sustainable Development Goal for quality education; and the evolving role of technology in this field.

JET Bulletin May 2018: Standardised learner assessments in ‘affordable’ independent schools – perspectives from research and practice JET Bulletin May 2018: Standardised learner assessments in ‘affordable’ independent schools – perspectives from research and practice

JET Education Services (JET), in collaboration with four school operators and Old Mutual Alternative Investments’ Schools Fund, has been involved in the assessment of educational quality in affordable independent schools using standardised assessments. This work has led to a more developmental use of assessment, with some school operators using detailed analysis of the assessment data to inform their teaching practices.

A visit from Prof Chabani Manganyi, JET's first CEO A visit from Prof Chabani Manganyi, JET's first CEO

On Wednesday 5 June 2018, JET was honoured with a visit from Prof Chabani Manganyi, our first CEO. Prof Manganyi reminisced about the founding of the Joint Education Trust and acknowledged JET for the good work it has been doing in the education sector over a very long time.

Professional teaching standards

Presentation by James Keevy of the Joint Education Trust at a PrimTEd workshop on Literacy teaching standards held on 4 May 2018

Professional Development Framework for Digital Learning

The purpose of the Department of Basic Education's Professional Development Framework for Digital Learning is to provide guidelines for professional development, specifically in order to ensure competent educators who “use Information and Communication Technologies to enhance teaching and learning” and leaders and support staff who are able to facilitate the development of educator digital learning competencies. The primary target audience of this Framework is therefore teacher trainers, school leaders and teachers, e-learning specialists and curriculum subject specialists.

Numeracy Handbook for Foundation Phase teachers (CAPS edition) Numeracy Handbook for Foundation Phase teachers (CAPS edition)

A general guide that stresses a child-centred approach, thinking mathematically and emergent numeracy. Covers the main elements of the curriculum. Uses van Hiele’s levels of geometric reasoning. Makes somewhat labourious use of the term ‘social knowledge’.

Zenex Fundamentals in Early Childhood Development – Mathematical Literacy Zenex Fundamentals in Early Childhood Development – Mathematical Literacy

Zenex Foundation materials designed by SAIDE, Woz’obona and COUNT on Fundamentals for Mathematical Literacy at NQF Level One, in English. It uses a problem centred approach. The materials were originally designed for ECD practitioners studying at NQF Level 1 (meeting the requirements of eight NQF level 1 unit standards to gain a qualification in Mathematical Literacy - Unit Standards 7451, 7449, 7463, 7453, 7461, 7450, 7448, 7464, 7447). The materials may also be useful for those studying at NQF Level Four, who need a bridge to the study of mathematical literacy at that level. Zenex and SAIDE are of the strong view that these materials should only be trained by trainers who have an appropriate level of Mathematical Literacy themselves, and that these trainers should receive training in the use of the materials. The course comprises learner and trainer materials.

Lifewide learning for early reading development Lifewide learning for early reading development

A large scale study of the influence of the home and community literacy environments in Asia and Africa that found that a modest but consistent relationship between students’ home literacy environments and reading scores, and a strong relationship between reading gains and participation in community reading activities.

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