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Curriculum framework for literacy teaching in Initial Primary Teacher Education Curriculum framework for literacy teaching in Initial Primary Teacher Education

The purpose of this Framework is to provide guidelines for the professional development of competent educators who can teach reading and writing in the various South African official languages. It is aimed at the university teachers, leaders and support staff who are able to facilitate this development, and particularly language and literacy subject specialists. However, role players at all levels will be implicated in the implementation of this Framework. This framework has been presented at two national consultative meetings and is now in its sixth edition. A first consultative workshop on this Framework was held on 25 and 26 January 2019 and this version is the result of revisions based on recommendations from the workshop and other submissions.

The End of Illiteracy? The Holy Grail of Clackmannanshire The End of Illiteracy? The Holy Grail of Clackmannanshire

Essentially a study of the initial stages of the rise of synthetic phonics as the preferred approach to teaching reading in the United Kingdom. It is useful because it gives an account of the Clackmannanshire study of 1992/93 and other studies that provided the crucial empirical evidence that synthetic phonics was far superior to the analytic phonics/whole language approach and, crucially, worked well with both advantaged and disadvantaged children.

The DBE’s workbooks as a curriculum tool The DBE’s workbooks as a curriculum tool

A brief evaluation of the Department of Basic Education’s workbooks which found them a welcome intervention that was well aligned to the key CAPS content areas and are a useful practice tool which could also be used for monitoring student progress. It did however find that they were not an effective tool for assessment.

Dialects matter: The influence of dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cap Dialects matter: The influence of dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cap

A study of the influence of different dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cape which found that many teachers did not use the standardised isiXhosa though they believed that dialects should not be used in the classroom. Many teachers had little or no knowledge about how to teach early reading in isiXhosa and use dialects as an aid. Learners who speak a dialect different from the standardised one start at a significant disadvantage. The authors argue for the standardisation of African languages, teacher training and development and better resource allocation and development of appropriate texts.

Ending the Reading Wars: Reading acquisition from novice to expert Ending the Reading Wars: Reading acquisition from novice to expert

An exceedingly thorough and comprehensive up to date review of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. Phonics is highlighted as central to learning in a writing system such as English but other research is reviewed on what else children need to learn to become expert readers. Consideration is also given to how these findings might be translated into effective classroom practice.

Brain wave study shows how different teaching methods affect reading development Brain wave study shows how different teaching methods affect reading development

Report on a study done at the University of Stanford that shows how different literacy teaching methods affect reading development. Beginning readers who focus on letter-sound relationships, or phonics, instead of trying to learn whole words, increase activity in the area of their brains best wired for reading, according to the Stanford research investigating how the brain responds to different types of reading instruction.

Reading in English as a First Additional Language. An annotated bibliography 2007-2021 Reading in English as a First Additional Language. An annotated bibliography 2007-2021

This annotated bibliography was compiled by Claire Biesman-Simons and Kerryn Dixon with Elizabeth Pretorius as part of the Primary Teacher Education Project (PrimTEd). It gives a summary account of South African research that has been done on reading in English as a First Additional Language from 2007 to 2021. It comprises a set of annotated entries, mainly research articles from accredited journals and also lists several other sources closely related to reading in EFAL. Originally compiled in 2018 and 2019 and then revised in 2021, it is designed in such a way that new entries can be added to it as new research emerges.

Foundation and Intermediate Phase B.Ed. programmes at selected South African universities: languages and literacies components Foundation and Intermediate Phase B.Ed. programmes at selected South African universities: languages and literacies components

To inform the work of the Primary Teacher Education Project the Literacy Working Group conducted an audit of language and literacy teacher education at ten South African universities in the 2017 to 2018. In addition an analysis was made of the Bachelor of Education modules taught in sixteen universities. The final report was compiled by Professor Yvonne Reed of the University of the Witwatersrand.

Towards an ITE literacy teacher curriculum: Component content descriptions Towards an ITE literacy teacher curriculum: Component content descriptions

The purpose of this set of Content Descriptions is to provide a resource for curriculum developers in higher education institutions engaged in developing or revising their initial teacher education curriculum for primary school literacy teachers who will on graduating teach reading and writing in the various South African official languages. A first consultative workshop on a Draft Curriculum Framework for literacy teaching in Initial Primary Teacher Education was held on 25 and 26 January 2019 and this version of the Content descriptions was revised subsequently.

Implementation Evaluation of the Funza Lushaka Bursary Programme (FLBP) Implementation Evaluation of the Funza Lushaka Bursary Programme (FLBP)

The FLBP was established in 2007 with the goal of attracting greater numbers of students into initial teacher education (ITE) programmes in South African universities. High-achieving students are given generous full-cost bursaries to undertake ITE programmes in priority education phases and subject areas to address both supply and quality issues in the education system. In return, recipients of the bursary are expected to teach in public schools for a period equal to the number of years they have received funding.

SACE Draft Professional Teaching Standards presentation

The presentation outlines the ten standards, describes some aspects of the Continuing Professional Teacher Development (CPTD) system and professional re-certification issues and a proposed teacher professional development path.

JETStreaming JETStreaming

Jet streams in the atmosphere have the power to influence entire weather patterns, and streaming in the digital space can be said to do the same through social media thus influencing decision making processes around the world.

The National School Effectiveness Study The National School Effectiveness Study

The project was undertaken by a consortium made up of the Human Sciences Research Council (the lead organisation), the Education Policy Consortium, JET Education Services, and the Project for the Study of Alternative Education in South Africa, with the support of the Department of Education. The NSES study, conducted under the theme of improving school effectiveness, was designed to enable the gain scores of a learner over any one-year period to be related to the practices followed by the teacher for the same year. The study followed a group of children for three years, starting with Grade 3 in 2007 and ending in Grade 5 in 2009. Around 16 000 children participated in each year of data gathering, during which a cohort of 8 383 was tracked over all three years. The NSES culminated in the publication of the book Creating Effective Schools, edited by Nick Taylor, Servaas ven der Berg and Thabo Mabogoane

Employability and Learning Pathways in the Green Economy Employability and Learning Pathways in the Green Economy

In separate initiatives to test new models for increasing employability and skills in the Green Economy, the J.P. Morgan Foundation, Harambee Youth Employment Accelerator, along with, the Nedbank Foundation, National Business Initiative (NBI), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), and the Institute of Plumbing South Africa, undertook interventions to leverage employment opportunities for young people and labour market mobility for those who were already working. This paper presents lessons from three of those interventions that can contribute towards developing a framework for entry and mobility within the Green Economy. Two of these programmes targeted unemployed youth, and one targeted employees in the plumbing sector, who did not have a formal sector-specific qualification. All three programmes used a combination of knowledge training and practical learning, with two of them offering a workplace learning component. Of the three programmes, the one without the workplace learning component showed the least desirable outcomes, with only 5 out of 25 being employed, according to a tracer study 6 months after the programme ended. Skills programmes that have a workplace learning component optimise the candidates readiness, and also the match between the candidates capacity, and occupational roles. It creates the opportunity for the industry itself to identify what skills are in demand. This kind of responsive and demand-driven training can enhance employability and entry into the labour market.

Has Quality Assurance become obsolete in the digital era?

As the adoption of technologies like the IoT and other digital tools becomes widespread, the field of QA looks to be more challenged than it was in this new fascinating yet frightening world. Read more on how digital transformation is creating challenges in quality assurance and testing operations and what could be done:

Has Quality Assurance become obsolete in the digital era?

As the adoption of technologies like the IoT and other digital tools becomes widespread, the field of QA looks to be more challenged than it was in this new fascinating yet frightening world. Representing JET, James Keevy finalised a CHEA Policy brief on how digital transformation is creating challenges in quality assurance and testing operations and what could be done.

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