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Definition of Orientation
National Qualifications Framework (NQF) cannot be defined in isolation from socio-economic developments in the country and in education. Section 2.2(d) of this chapter has tried to account for the historical tievelopment of NQF. According to South African Qualifications Authority Act, 1995 NQF means the National Qualifications Framework approved by the Minister of Education for the registration of national standards and qualifications. It provides learning opportunities for learners regardless of age, circumstances, gender and level of education and training. It allows learners to learn on an ongoing basis. This is called life-long learning and is central to the NQF. The NQF integrates education and training by enabling learners to move from one place of learning to another. It recognises formal and informal learning. It promotes ‘the sandwich’ approach to education by allowing learners to move between education and working environments. Credits and qualifications are easily transferable from one learning situation to another. It addresses needs of learners and the community (Department of Education, 1997:5).
Olivier (1998:4) asserts that NQF is a means of recognising competence as it « registers all types of learning achievements within one of the eight levels. The NQF will embody all registered unit standards, credits, qualifications in such a manner that the interrelationship will enhance and facilitate career pathing, portability, articulation and flexibility betweeneconomic sectors ». NQF is crucial to human resources management in education as it gives formal recognition of the achievement of the required number and range of credits and such other requirements at specific levels as may be determined by relevant bodies registered for such purpose by the South African Qualifications Authority. Recognition in this regard is guaranteed jf it meets requirements as expressed in registered statements of desired education and training outcomes and their associated assessment criteria.
A New Approach to Norms and Standards
The transformation of the education system is fraught with challenges. For example, retrospective considerations point out that the present norms and standards do not regulate the accreditation of providers, do not assure the quality of programmes, nor do they articulate with professional requirements. And they do not articulate academic, professional and occupational requirements in a systemic manner. As a result of these weaknesses, the present norms and standards do little to contribute to continuing development of professional teachers.
The Department of Education (1997:27) suggests a new norms and standards which should be understood as being constituted by requirements for academic qualification, for professional qualification and for occupational qualification. In order to become a qualified professional educator, a person must fulfil the necessary academic, professional and occupational requirements. In order to be, and to practise as, a qualified professional educator, a person must become a lifelong learner who is continually learning about and improving his/her academic, occupational and professional practices. In other words, the norms and standards for teacher education should not only regulate pre-service requirements, but should also regulate in-service requirements that are aimed at the continuing development of teachers.
The Tenure Process
Steffy (1989:5) argues that tenure protected teachers in search of truth. That too many schools are staffed with stale and burn-out teachers, requires a reconsideration of tenure. That dull students are products of dull teachers, calls for urgent review of tenure. Hence, Steffy (1989:5) asserts that tenure no longer affords any teacher the « option of doing his own thing ». Tenure should be viewed in the light of the need for accountability. The system cannot afford to remain static, sterile and unproductive. To grant tenure to a teacher who is not an expert or master teacher is to say to the students, the parents, the school governing body, and the public that the goal of the system is to be average. Taking the position that the teacher must demonstrate he/she is an expert or professional prior to receiving tenure places a whole new level of importance on the competence of the teacher. Rather than viewing teachers as new to the system and still learning, the stage of professionalism requires them to demonstrate their skills. The tenure process is frequently the cause of misinterpretations when viewed to mean permanent employment.
1. INTRODUCTIONO, RIENTATIONP, ROBLEMSTATEMENT, ,RESEARCHPROGRAMME 1.1.INTRODUCTION
1.2.ORIENTATION
1.3.PROBLEMSTATEMENT
4.AIMSANDOBJECTIVESOFTHERESEARCH
1.5.RESEARCHMETHODS
1.6.CLARIFICATIONOFCONCEPTS
1.7.RESEARCHPROGRAMME
1.8.SUMMARY
2. RECOGNITIONOF COMPETENCEFORTHE RETENTIONOF TEACHERS IN THE CLASSROOM
2.1.INTRODUCTION
2.2.RECOGNITIONOF COMPETENCE
2.3.RECOGNITIONOF COMPETENCEAND HUMAN RESOURCESMANAGEMENT
2.4.REWARDINGAND VALUING
2.5.PERTINENTISSUESINTHERECOGNITIONOF COMPETENCE
2.6.CONCLUSION
3. EMPOWERMENT AND CAPACITY BUILDING AS A MEANS TO RETAIN TEACHERS IN THE CLASSROOM
3.1.INTRODUCTION
3.2.EMPOWERMENT
3.3.CAPACITY BUILDING
4. METHODOF INVESTIGATION
4.1.INTRODUCTION 240
4.2.METHODOLOGICAL CONSIDERATIONS241
4.3.AIMS
4.4.TARGET GROUP FORTHE INVESTIGATION
4.5.RESEARCH METHODS
4.6.REPORTON INFORMAL INTERVIEWS
4.7.FINDINGSFROMTHE SURVEY
4.8.CONCLUSION
5. GUIDELINES FOR THE RECOGNITION OF COMPETENCE AS AN EMPOWERMENT MODEL TO RETAIN EXCELLENT TEACHERS IN THE CLASSROOM
5.1. INTRODUCTION
5.2. DISCUSSION AND ANALYSIS OF THE FINDINGS
5.3. GUIDELINES
5.4. CONCLUSION
6. OVERVIEW, CONCLUSIONS AND RECOMMENDATIONS
6.1. OVERVIEW
6.2. PROBLEM SOLVING
6.3.ATTAINMENT OF AIMS AND OBJECTIVES
6.4. CONCLUSION
6.5. RECOMMENDATIONS
6.6. LIMITATIONS ON THE STUDY
6.7. FURTHER RESEARCH
6.8. CONCLUSION
7. BIBLIOGRAPHY
8. APPENDICES
