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Portfolio Committee on Education

Report on Funza Lushaka bursaries

28 - 29 June 2011

Funza Lushaka Bursary 1. Background and context2. Trends 2007 -20103. Analysis of bursars employed as at end 20104. Tracking of Funza Lushaka bursars5. Some key challenges6. Way forward7. Profiles of bursars

a) Analysis of 2009 qualifying bursars (2010 placement in posts)

b) Analysis of 2010 bursarsc) Reapplications for 2011 award of bursaryd) New applications for 2011 award of bursary

Background and context

1. Current data shows that there could be shortages in teachers in the foreseeable future. Profile of teachers in 2009 drawn from Persal indicates that

a) 1.9% of the teaching force (±7,220 teachers) in public schools is in the age range of 60 years and above,

b) 22% (±83,000 teachers) are in the age range of 50-59 years,

c) 43.5% (±163,590 teachers) are in the age range of 40-49 years

2. In 10-15 years, up to 90,000 teachers could exit the system through retirement

Background and context

3. The challenge of potential shortages is addressed in a range of strategies outlined in DBE strategic documents

a) The Delivery Agreement and Action Plan to 2014 - Need to improve providing the education system with quality, young teachersi. Rigorous recruitment of young people into teaching, to

be measured by the number of newly qualified teachers 30 years and younger joining the education system each year (Goal 14)

ii. The Funza Lushaka bursary scheme is seen as one of the mechanism to be used to enhance access for high achieving students to qualify as teachers. The scheme needs to be aligned to PDE bursaries.

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Number of Bursaries awarded (2007 – 2010)Note: The actual number of students who have benefited

from the scheme = 16,065

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Value of Bursaries awarded (2007-2010)

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Output 2007 - 2010

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2007 -2009 graduate bursars in provincial educator posts based on PERSAL data (31 Dec 2010)

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2007 -2009 graduate bursars in provincial educator posts by Race based on PERSAL data (31 Dec 2010)

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2007 – 2009 graduate bursars in provincial educator posts by school quintile - based on PERSAL data (31 Dec 2010)

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Placement rate at a given point based on Persal downloads

YearGraduate

outputPlacement rate at a given point

2007 812 End 2008 - 99% placed

2008 1126 June 2010 - 80.5% placed

2009 1754 September 2010 - 73% placed

2010 1842

Currently in process

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Tracking of bursars

Tracking of Funza Lushaka bursars involves three broad areas:• Monitoring academic progress

Every year, institutions are required to submit academic results of bursars. This is used as a basis to confirm re-award of bursaries.

• Monitoring of placement in provincial teaching posts

Persal download information is used to determine the number of Funza Lushaka bursars employed in public funded posts. This need to be supplemented by SARS data to identify bursars employed in private schools and other sectors.

• Defaulter management Students who opt to defer their service obligation due to reasons such as wanting a gap year, travelling overseas or taking up further study, are handed over to NSFAS who financially administers the programme to recover bursary funds with interest. 1212

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Some key challenges• FL only funds 25% of students enrolled for ITE, and

only nationally identified priority areas

• Inadequate information on teacher demand – This often results in a mismatch between output and demand.

Priority areas for Funza Lushaka - align to demand data and revised annually to be responsive to need.

Recruitment and awarding of bursaries should be responsive to demand to avoid over-supply, and is essential for improved placement.

Placement of qualifying bursars is highly dependant on availability of demand data (identification of vacant posts).

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Some key challenges cont.

• Provincial-District-School systems and processes to enable uptake of qualifying bursars

Inadequate systems and processes to identify suitable posts, consult the SGBs as per Section 6A of Employment of Educators’ Act, and make offers to students before academic year starts.

Placement of graduate bursars not yet at required efficiency levels. Lack of accommodation and transport provision to enable placement in remote

areas.

• University administrative support for the scheme Some delays in finalizing selection of bursars. Financial support is required to

ensure dedicated personnel.

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Way forward

• There is a focus on enhanced bursary funding schemes for initial teacher education which will involve alignment with provincial bursaries

A questionnaire was sent to provinces in March to ascertain the profile of bursaries awarded by PDEs for initial teacher education. A report to be finalised in June 2011.

An inter-provincial meeting is scheduled for July 2011 to discuss strategies to align recruitment and awarding of bursaries to provincial needs, to ensure appropriate targeting.

Persal data is being analysed to established areas that are easy to place qualifying Funza Lushaka bursars, and school enrolment data is being analysed to inform revision of the list of priority areas. 1515

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Way forward

• Treasury has allocated an additional R200m in 2012/13 and R396m in 2013/14, hence more students will be funded

• To support the increased allocations and challenges in placement, a dedicated unit will be established to help strengthen placement

• Creative ways for recruitment to ensure appropriate targeting will be implemented

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2009 qualifying bursars by phase specialization

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FP 2009 qualifying bursars by classroom language of instruc-tion

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2009 IP and SP qualifying bursars: learning area specializations

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2009 qualifying bursars: FET priority area specializations

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2010 bursars: Age profile

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2010 bursars: FP by Home Language

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Analysis of 2010 qualifying bursar for 2011 placement

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IP learning specialisation 2010 qualifying bursars

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SP learning specialisation 2010 qualifying bursars

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FET subject specialisation 2010 qualifying bursars

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2011 New applications (n=22213)

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Reapplications for 2011: FP and FP/IP by Home Language