The training teachers were exposed to was also found to be multi-pronged as it exposed them to a variety of programmes, thus benefiting their schools in different ways.
One teacher was trained in Languages, Whole School Development. These were found to be more relevant as they were facilitated by teachers who were better informed about what was happening on the ground and could give practical advice and offer solutions. A whole range of programmes covered development in all areas, eg: school management also engaging in the acquisition of facilitation skills.
Interpretation of Policy
Policy interpretation is one area where trained facilitators seem to benefit a great deal. This enhanced their performance as required by policy, eg: Integrated Quality Management Systems (IQMS).
At an individual level, facilitators indicated that they have learnt to teach in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, sex, physical characteristics, age and place of origin.
From Revised National Curriculum Statements (RNCS) they felt that they benefited from the knowledge that there are differences and similarities between Curriculum 2005 (C2005 or Outcomes-Based Education or OBE) and RNCS, in that one must have access to basic human rights, social and environmental justice.
They have gained a lot in Arts and Culture. They now know what Arts encompasses and have knowledge of all aspects of Arts and Culture, including music, drama, visual and dance. They indicated that they have gain a lot of skills in working with the Arts.
With the acquired facilitation skills, they could integrate almost all learning areas into Arts.
One facilitator indicated that in his school, he initiated the usage of the RNCS policy documents and found it easy to adapt in usage of these documents as they had mastered the usage of policy documents from workshops and training workshops at Ikhwezi College. He also had the confidence to share all the knowledge gained at the College with
other colleagues. Sipho, a facilitator from one of the deep rural areas uMsinga said:
When I went back to school, I asked for policies and I studied them and realized that the available policies are there to support OBE I then explained to my stakeholders the importance of policies like DAS (Developmental Appraisal System). My school was like “ihlathi” – a forest –( meaning a laissez-faire type of school). But I came up with suggestions that the school should change.
Problems were sometimes encountered when introducing new information on OBE. There were conservatives who disliked the information or were resistant to change. They also found it even more difficult to deal with if that person was in a senior position or was a friend of a superior. However, the management skills they acquired through the training often solved problems automatically.
Sometimes personal interferences in their teaching were encountered. These presented challenges, leading to demotivation and lack of passion in their work. Prior knowledge of certain hindering in the field was the solution to most problems encountered. These problems were sorted out with the help of the acquired training and exposure to the SACE ethics and code of conduct.
There were those facilitators who indicated that through the training they got at Ikhwezi, they were now able to read the policy document with understanding and other related documents such a RNCS. They were also better able to implement OBE following its methodology of implementation such as learning programmes, related steps to be followed, as well as the related activities needed to achieve learning and specific outcomes.
The refresher courses they attended at Ikhwezi did develop them professionally for them to be able to meet the demands of the new curriculum requiring practitioners to be abreast with new knowledge.
They felt that their exposure to training enhanced their basic understanding of the National Qualifications Framework.
The training made them feel that they are resource persons, able to help other teachers and as trained facilitators they felt capacitated to unpack different Policy Documents, for example, C 2005 and/or RNCS, highlighting similarities and differences. They could also design and develop other teaching approaches, which might be useful tools to gain more insight into policy documents and Professional Development of Teachers.
Professional Development
Aspects of professional Development and Growth were highlighted by the trained facilitators as one area of benefit from exposure to Ikhwezi’s training.
They felt that at a class level they were now working towards promoting the qualities of initiative with learners so that they could realize and recognize the human right to self determination and to use this knowledge to build confidence within themselves.
At an individual level they have learnt to teach in a manner that respects the dignity and rights of all persons without prejudice as to race, religious beliefs, colour, sex, physical characteristics, age and place of origin.
At a colleague level they have developed the interest of arranging meetings to discuss resources improvision to enable every person to enjoy teaching and learning. This practice contributed to the culture of networking within other neighbouring schools for example Ngane Junior Primary where they have to meet as a cluster interacting about outcome based education. One facilitators introduced this networking culture with Vezi School, a predominantly Indian school, getting an opportunity to interact with other teachers of all races in South Africa focussing on language problems.
The training exposure empowered them and one facilitator was held accountable for transformation in her school even though she was holding a junior post, by helping teachers to manage a quality assurance development- appraisal system including whole- school evaluation, whole-school development and policy making.
Prior to Ikhwezi’s exposure, teachers used to be very frustrated when fitting the programme to this learning area. Facilitation training has enabled them to do planning without having a problem. They are also able to pass on the skills learnt from Ikhwezi training, resulting in learners doing more than they have been taught.
Personal Development
Ikhwezi’s training helped trainees develop interest to arranged meetings where discussions on resource improvision could be explored to enable every person to enjoy teaching and learning, networking within other neighbouring schools.
Training entrenched trainee understands and loves for Continuing Professional Development through the keeping of a journal. The recording of workshops one has benefited from was found to be particularly empowering.
They felt more efficient and effective as teachers. They could now, at a personal level, interact with policy documents like the Education Labour Relation’s Council (ELRC) document with other educations, negotiating meaning of its contents, especially the seven roles of teachers, the code of conduct of teachers and code of conduct of learners. This helped them to understand and be aware of the administration of corporal punishment to learners.