| Education | The average hours spent by teachers on professional development activities per year | 45 hours (2014/15 Q4 report) | 66 hours(2018); 70 hours (2019) | 28 hours | Q4 - 12 hours. Annual 90 hours
| 22 hours | 24 hours | | Quarterly NSLA reports and DBE reports |
| Education | Number of teachers who have written the Self-Diagnostic Assessments | 712 teachers (2014/15 Q4 report) | 105 000 | 5 405
| A total of 17 884 Self-Diagnostic Assessments have been taken by Teachers: FAL: 8 458 teachers assessed in both paper based as well as computer based tests. Physical Science 1 806 teachers tested on both paper based as well as computer based tests. Accounting: 415 teachers tested only through the paper based means. Mathematics: 7 205 teachers were tested through paper based as well as computer based system
| 915 teachers participated in the EFAL diagnostic tests, 231 teachers participated in the Physical Science diagnostic tests, 165 teachers participated in the Accounting diagnostic tests, 579 teachers participated in the Mathematics diagnostic tests.Total-1 | 5 395 teachers participated in the EFAL diagnostic tests; 370 teachers participated in the Physical Science diagnostic tests; 3 463 teachers participated in the Mathematics diagnostic tests.Total-9 228 | | NSLA Quarterly
Reports
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| Education | Percentage of teachers meeting required content knowledge levels after support | 41 percent (2007 SACMEQ maths) | 50 percent (2018) | Using the Pre-test and post-test, 66.6 percent of the teachers meet the requirements. | Using the Pre-test and post-test, the teachers meet the requirements. Q4-60.7 percent. Average - 66.7 percent
| 70 percent of teachers met the required content knowledge levels after support. | 64 percent. 1.e. 1700 teachers achieved the competencies required out of 2650 teachers that took the tests | | NSLA Quarterly Reports |
| Education | Percentage of learners in schools with at least one educator with specialist training on inclusion | 70 percent (SMS 2011) | 95 percent (2018) | 3 148 officials cross all 81 districts as well as 58 546 teachers from 15 778 schools (65.8 schools) have been reached on SIAS and curriculum differentiation are institutionalisation”.
| The implementation of the SIAS and Curriculum Differentiation to date has reached 66 804 teachers from 17 554 schools (73.14 percent) and 3 485 officials. Training of teachers in specialised areas has to date covered: 1 596 in Braille; 1 029 in SASL as Language of Learning and Teaching (LoLT); 1 987, 3 925 in Autism and 3 925 trained in IE programmes (ADHD, AAC, Dyslexia, Autism, support programmes, etc.). This is to ensure that inclusive education principles are practiced. Every district has at least one Full Service Schools (FSS) that is linked to a Special School Resource Centre; About 200 FSSs have rails and ramps installed. Monitoring systems are in place to ensure that IE policies are being implemented and adhered to. | The drafted Guidelines for Resourcing an Inclusive Education was published for public comment and this will further accelerate the strengthening of Inclusive Education. The implementation of the SIAS and Curriculum Differentiation to date has reached 80 9 | The drafted Guidelines for Resourcing an Inclusive Education was re-opened for public comment to accommodate the stakeholder’s requests. This will further accelerate the strengthening of Inclusive Education. The implementation of the SIAS and Curriculum D | | NSLA |
| Education | Number and percentage of Funza Lushaka bursary holders placed in schools within six months of their completion of studies or upon confirmation that the bursar has completed studies | 3 214 (83 percent) in 2014 Q4 | 100 percent (2018) | 89 percent (3 743 of 4 213) graduates placed by end of November 2017. | 89 percent (3 743 of 4 213) graduates placed by end of November 2017.
| Placed:3 352, Total allocation: 4 269, and placement: percentage 79 percent | Placed: 3 442, Total allocation: 4 302, Placement percent: 80 percent
| | Persal March 2018 |
